Social Media (SoMe) is leveraged as a communication, professional learning, and networking support tool by K-12 public school administrators across the United States. This study aimed to learn from administrators' current practices of using SoMe to share information, support teachers and colleagues, and engage in professional learning. A social constructivism paradigm described the phenomenon of interest and the theory of connectivism framed the study's findings. The targeted population was K-12 public school administrators working in the United States. Data was collected through individual interviews and a focus group. Purposive sampling supported data saturation, met through a hybrid coding and six-stage theme development data analysis approach utilizing NVivo software. Findings indicated that K-12 administrator participants, who leveraged the network, were able to control their school's narrative, maximize information sharing to provide support and professional learning (PL), and strengthen opportunities for student engagement and ownership through the boundaryless connections accessible through SoMe. The implications supported the need for SoMe training for K-12 administrators, a focus on guidance and accessibility, and consistent communication and support regarding the use of SoMe within their professional role. Recommendations for practice are for schools and districts to collect data supporting the preferred SoMe platforms for each stakeholder group represented within their school, provide administrator training on how to use platforms to support their education programs, and identify and utilize SoMe platforms to empower networks of administrators through SoMe-based PL within district cohorts. Recommendations for future research would involve repeating the study within a single school district and introducing a stakeholder specific SoMe platform preference survey. Leveraging SoMe provides K-12 administrators connections that enhance and support their demanding professional role. [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.]