This study was designed to examine the problem of microaggressions that Black women face within their roles in educational leadership across the following educational settings: (a) school and district administration in K-12, (b) higher education leadership, and (c) non-profit leadership roles. Data was collected from 33 participants across each educational setting using a cross-sectional survey method, with nine of the surveyed participants completing semi-structured interviews to further share their lived experiences with microaggressions within their roles. Data was analyzed using an inductive method to generate themes derived directly from each participant's narrative. A grouping method was utilized to analyze the survey to calculate the frequency and unweighted averages across the responses to each question. Results of the study identified six themes: (a) second-class citizen, (b) the social categorization of Black women, (c) gender and racial biases and stereotypes, (d) the concrete ceiling, (e) code-switching, and (f) working harder. While the understandings of microaggressions from the perspectives of Black women in leadership roles in different education settings are similar, those in a K-12 setting described it as subtle, in higher education as discriminatory, and in the non-profit educational setting as assumptions. These findings may explain how organizational culture creates implicit boundaries for Black women, affecting their lived experiences within their leadership roles at educational entities. [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.]