The purpose of this qualitative descriptive study was to explore how African American female principals describe their experiences of opportunities, challenges, and support with a focus on the intersectionality of race and gender in the Southwestern United States. The underrepresentation of African American female principals necessitated this research. It was not known how African American female principals described their experience with the intersectionality of race and gender. Theoretical foundations used were the Critical Race and Intersectionality theories. Three research questions guided this study. (1) How do African American female principals describe the impact of the intersectionality of race and gender on their pathway to becoming a principal and during their principalship? (2) How do African American female principals describe their experiences with barriers and opportunities due to the intersectionality of race and gender while aspiring to the principal positions and during their principalship? (3) How do African American female principals describe their support experiences with the intersectionality of race and gender as they aspired to the principal positions and during their principalship? The sample consisted of 15 African American female certified principals practicing in Arizona and Nevada K-12 schools. Data was collected from ten individual interviews and a focus group. Inductive research was implemented using a six-step thematic analysis process to generate codes, categories, and themes. Seven themes emerged from the data: Targeting, Stigma, Weathering, Invisibility, Opportunities of Influence, Sources to Overcome Hardship and Black Girl Magic. [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.]