Institutions of higher education (IHE) are increasingly prioritizing diversity, necessitating the recruitment of more faculty and staff leaders from marginalized populations to better support the university and underrepresented minority student groups. However, Muslim women leaders, as a religious minority group, have been largely overlooked in higher education minority research. This qualitative phenomenological study delves into the lived experiences of Muslim women leaders in North American IHE. Despite numerous legislative policies aimed at combating gender inequity in the United States, minority women in IHE leadership positions continue to face disparities. This study works to understand lived experiences through culturally responsive leadership theory (CRLT) as a centralized framework. This study employs a phenomenological qualitative approach, using semi-structured interviews to critically examine the lived experiences of Muslim women leaders through the lens of CRLT. By exploring the lived experiences of seven Muslim women leaders, this study aims to bridge the gaps of underrepresented and marginalized populations in IHE leadership. The findings will provide IHE leaders and practitioners with a deeper understanding of this marginalized group's experiences, enabling them to better serve, support, and retain Muslim women leaders. The primary objective of this study is to gain insights into the lived experiences of Muslim women leaders in higher education. [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.]