African American superintendents in the United States supervise more than 300 school districts, 2% of the more than 14,000 school districts in the nation (NABSE, 2011). The paucity of available literature, however, fails to acknowledge the African American superintendents' practices and perception of the role(s) they employ during the collective bargaining process. The purpose of this study is to explore the experiences of African American superintendents as they negotiate their role(s) in teachers' collective bargaining. Early role conceptualizations of the superintendency were based upon the narratives of white males; the superintendency did not become diverse until recently. African American superintendents in this study have worked to negotiate a balance between the traditional role constructs of the superintendency and functions within the position and a role configuration that aligns with their lived experiences. The incorporation of critical race theory, the subprocesses of negotiations proposed by Walton and McKersie (1965), and neo institutionalism concepts as the theoretical underpinnings by which this study was informed have enabled the researcher to share the narratives of those who have otherwise been silent through literature. A sequential mixed-methods approach was used for the purpose of data collection. Historical data, interviews, and surveys provided the methodological framework for this study. Data was used to determine essentials for a best practice model for African American school superintendents. Quantitative data was used to gather information from 26 African American school superintendents in advance of collecting qualitative data. After quantitative data collection, five of the 26 African American superintendents who completed the online survey provided data via semi-structured, face-to-face interviews. Participants' responses indicated that factors, which influenced a superintendent's contribution to the collective bargaining process, are multifaceted. Transcript analysis revealed the importance of trust when engaging in collective bargaining. Trust, in several instances, was established prior to bargaining team members meeting at the bargaining table. Additionally, respondents appeared to rely heavily on their interpersonal skills to build relationships with their constituents. Many of them transferred those skills into developing pre-bargaining activities aimed at creating a space for both factions to discuss issues. Ultimately, this study intended to provide insight into the professional experiences of African American school superintendents as they negotiate their stake in the teachers' collective bargaining process. [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.]