The economic development and globalization of more significant regions of the world have resulted in an exponential growth of international schools and, with it, the diversification of the students who attend. However, that diversity has not been met with equal representation within the leadership and teaching faculty employed by international schools. This lack of diversity is linked to the continued hiring within a segmented labor market, seeking out those who have access to Western qualifications and traits, and subjective hiring practices. Moreover, diverse faculty may have a more challenging time during the hiring process. Increasing diversity within the teaching faculty and senior leadership can benefit the diverse student populations who attend international schools. However, there is a scarcity of research available on the lived experiences of leadership and teaching faculty during the hiring process. The purpose of this mixed methods study was to explore the current demographic breakdown of senior leadership and teaching faculty and their lived experiences of the hiring processes at a representative international school. Data were obtained through quantitative surveys, qualitative open responses, and semistructured focus group interviews. Results from this study can provide stakeholders such as international school leaders and policy makers with deeper insight into the diversity of senior leadership and teaching faculty, their experiences of the hiring process, and structural and systemic barriers. [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.]