This research study was conducted as an autoethnographic study of me and supplemented with three African-American female administrators' perspectives and experiences as school administrators. The narrative process was used to tell all of our stories. The narrative process enabled me to tell my story and how my story relates to the stories of the other African-American female principals and administrators. The purpose of the study was two-fold: a) to understand what it means to be an African American women secondary administrator and b) to better determine how African American women secondary administrators can eradicate barriers and be seen as highly qualified and competent applicants. All of the participants were recorded and their actual words were used. The data was acquired through an open-ended interview process. After recordings were transcribed, collective themes emerged. All of the women knew they would not have been as successful without a higher power, their families, and a sense of community that impacted their lives. They realized that education was a must. They knew to get all the education they could and each one of them cared sincerely about their students. All of them realized that they were alienated from other administrators in their district. This dissertation will allow the reader to experience my journey as a child, young adult, teacher, and an administrator; along with the life experiences of three other administrators. It is my hope that our stories will help someone else who has experienced a journey similar to ours. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]