Despite the rising number of African American community college women executives that have joined the ranks in higher education, understandings factors that impact their career advancement is inadequate. Consistent case studies that examined the perception of African American women leaders in community colleges are limited. The purpose of this qualitative phenomenology study was to highlight how career achievement interconnects with African American women's inclusive life experiences, identity, and initiative at selective community colleges in Maryland. This research also sought to understand their gender and race identity that impacts the open-door policy in various positions. The researcher collected qualitative data from participants relating to African American women's career achievement experiences in community colleges in Maryland. The participants in this study provided descriptive career experiences that are aimed to assist other women of color entering executive level community college positions with future recommendations that have identified challenges, goals, and aspirations to consider. The themes generated provided further insights after interviews from each participant at the selective community colleges had provided their professional experiences. Ten African American women who were current community college executives participated in this study. All participants had obtained Graduate degrees. Of the ten, 8 held various Doctorate degrees: and 2 held different master's degrees. Thematic Analysis was manipulated to interpret the data, to capture accurate in-depth insights, based on the race and gender under the Critical Race and Black Feminist theories challenges African American women encountered. Strategies participants incorporated to assist with hurdling career challenges included obtaining mentors, or sponsors, joining various professional higher education associations, serving, or volunteering on community college boards both internally and externally, reflecting on self-awareness, by developing personal and/or professional growth projecting both short and long-term goals to excel in their careers as experts, and experienced leaders. There were six significant findings that materialized from this study. First, participants perceived that exposure to external network development-built partnership opportunities throughout the community at large. Second, four factors including a combination of titles and experiences influenced participants' career trajectory as executives. Third, several participants obtained either a mentor or sponsor collaboration that led to leadership success. Fourth, participants perceived their degrees, certifications or both afforded opportunities in higher education positions. Five participants internal and external affairs were overall "meetings", per title daily encounters delegated either individually or collectively. Sixth, participants encountered pre-existing bias that attributed to their challenges due to gender, ethnicity, and identity. Based on the findings, it was concluded that African American women executives studied in the community colleges attributed their individual inner voices as initiatives to resolve challenges and provided new insights contributing to future aspirants, and research. [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.]