This qualitative study aims to under the professional development experiences of Black women at Delaware's higher learning institutions. The study addresses the limited research on Black female higher education professional within a specific state. The phenomenological qualitative methodology allowed the researcher to tell the stories of participants' experiences in the higher education realm. The population was a purposeful sampling of 15 participants in various roles at Delaware's higher learning institutions. Data was conducted by interviewing each participant individually via Zoom. To provide a theoretical framework, the researcher used Social Network Theory and Black Feminist Theory to understand the elements of each participant's experience. Emerging Themes suggest Black women are constantly looking for professional development opportunities to make them better higher education professionals and ideal candidates for promotions and career advancement. Race and gender for participants have been barriers for participants, or they have found it hindered the opportunities for others. Though opportunities are not always present, mentorship and sponsorship relationships are essential to navigating higher education. These findings outline the necessary recommendations for higher education administrators to improve the experiences of Black women, providing support through mentorship and sponsorship, equity in opportunities, and the assurance that Black women are treated justly by those entrusted to supervise them. [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.]