This study examines the intersectionality between professional identities and race/ethnicity among Latina/o school leaders. Stemming from a larger study at the National Latina/o Leadership Project, we examine the contributions of Latina/o school administrators in the state of Texas in relation to their leadership in K-12 schools. Two hundred twenty-six respondents inform this study. Descriptive and content analyses of data revealed that the intersectionality of race and class as influencing the work of school administrators and described how, among major influences, their own schooling experiences had an impact in the development of their professional identities.