This qualitative study looked at the topic of Black female principals in an urban school district using research reports obtained from dissertations, journal articles, and documented experiences. This is of particular significance given the continuous disenfranchisement and subsequent underrepresentation of Black female principals in the US. Black female principals make up 11%-12% of principals in the nation. An interview protocol and brief questionnaire answered the questions: RQ1: How do intersectional aspects of racism and sexism shape the retention and sustainability of black female principals in urban school districts? RQ2: How do black female principals describe barriers associated with the principalship? RQ3: What recommendations do black female principals have regarding principal support? RQ4: What perspectives do the participants have regarding their personal, professional, and sociocultural experiences of being a black female school leader in an urban school district? This qualitative phenomenological research study used interviews as the focused instrument for the framework of the investigation. I collected and coded data gathered during the interview process to identify emerging categories and themes. The five themes that emerged from the data were: (a) autonomy, (b) compensation, (c) relationships with stakeholders, (d) mentorship, and (e) professional development. The findings indicated a need for implementation of strategic systematic approaches that would support the retention and sustainability of Black female principals in the observed urban school district. Major findings included: (a) the lack of research on the retention of black female principals in urban schools; (b) the large majority of studies on Black female principals appeared in dissertations; (c) studying Black female principals mainly explored the lived experiences and aspects of the leadership of these women (e.g., transformational leadership); (d) implementing systematic approaches to address the retention and sustainability challenge; and (e) all shared institutional and non-institutional factors that contributed to their retention. The findings can inform school districts on strategies that can be employed to attract and retain Black female principals; can help design Black female principal networking and support programs; district leaders could develop professional development programs to support novice and seasoned principals on effective instructional best practices for school leaders; and may also remedy the decline in Black female retention and create a system by which the subgroup would be able to recruit and support future Black female principals. [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.]