The purpose of the study was to research the personal influences of African American female education leaders that contributed to their success. The research study explored the intersectionality of race and gender while identifying personal influences of successful African American women leaders. Over centuries African American women have taken on roles in their communities, within their families, and on their jobs. In the 21st century, African American women hold leadership positions across the country and continue to soar in their careers. Despite race and gender bias, African American women acknowledge personal influences that allow them to be successful leaders. "What are the personal influences that are contributors to their success?" Historically White males have dominated leadership roles in the United States (Davis & Maldonado, 2015). However, even in a society plagued by discrimination and racism African American women have been able to advance in their professions. The research question of this study was: "What Personal Influences do African American Female Educational Leaders view as contributors to their success?" Kimberle Crenshaw's (1989) intersectionality, a socio-cultural framework focused on the interlocking system of race and gender provided the theoretical framework for the study. Critical Race Theory was referenced in this study as a relevant theoretical framework. Each theory is presented to dictate the significant experiences of successful African American women in leadership in relation to their race and gender identities. The researcher completed a qualitative phenomenological study investigating the lived and common experiences of African American women associated with "success" as leaders. According to Lester (1999), phenomenological research captures the lived experiences of individuals to develop themes that challenge structural or normative assumptions. Eight themes were generated from their stories. The themes are (a) family (b) church (c) influences of interpersonal relationships (d) educational community (e) expectations (f) barriers removed for African American people (g) humility; and (h) childhood experiences. The implications for the study can help prepare institutions and organizations including companies and universities with the professional career development of African American women aspiring to become leaders in the next centuries. [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.]