Research on sports participation related to academic achievement among Black students in the United States has been limited to males. The purpose of this qualitative single case study was to explore how high school administrators and educators in two Kentucky school districts perceived the influence of athletic participation on Black female students' academic performance. The study's two research questions were "How do high school administrators perceive the influence of athletic participation on Black female students' academic performance?" and "How do high school educators perceive the influence of athletic participation on Black female students' academic performance?" The conceptual framework was Pierce et al.'s life skills transfer model. Purposive sampling was used to select 16 administrators and 24 educators working in two school districts in South-Central Kentucky. Two-cycle coding of the qualitative data collected from an online survey, semi-structured interviews, and focus groups. yielded five themes: beneficial influence of positive relationships on Black female student athletes' academic performance; when adults (coaches/team parents) hold high standards/expectations, Black female student-athletes benefit academically and athletically; beneficial influence of Black female student-athletes' personal characteristics (teamwork/work ethic) developed in sports participation on their academic performance; structure and routine in athletics have a positive influence on Black female student-athletes' academic performance; and maintaining balance between aspects of athletics and academics positively influences Black female student-athletes' academic performance. [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.]