Internally promoted K-12 administrators face a variety of challenges. In this phenomenological qualitative research study, I explored constructed experiences of internally promoted administrators, including investigation into how their transitions impacted relationships with teachers. Research questions for this study included inquiries into relationship challenges with former colleagues, negative preconceived notions teachers had of school administrators, how those notions may have affected relationships, and how establishing professional boundaries challenged relationships with teachers. In this study, assistant principals and principals were identified as teacher-administrators. Following a purposeful selection of a homogenous group of subjects that included 10 K-12 teacher-administrators who were internally promoted from teaching positions in a southwestern state, I conducted interviews using open-ended questions to gather interview data on participants' perceptions of how relationships evolved as they transitioned from peers to educational leaders. Key theories used to guide this research included Schlossberg's transition theory and relational leadership theory, both of which categorized changes in relationships, routines, assumption, and roles in the context of socially constructed experiences. Under the lens of these theories, salient themes emerged from interview transcripts that were reflective of shared experiences. Themes identified in analysis of interview data included loss of friendship/loneliness, a need to establish appropriate professional boundaries, student discipline as a primary source of conflict, and recognition teachers' misconceptions about administration duties led to conflict. Though many teacher-administrators expressed frustration with their transition experiences, most participants clarified conflicts with teaching staff stemmed from small groups of dissenters. Exploring common themes relevant to relationship challenges of teacher-administrators may provide insights for future research and improve transition experiences of future teacher-administrators. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]