This narrative qualitative research study delved into the perspectives of Black teachers regarding the accessibility of school leadership and the barriers encountered by school leaders during their transition into school leadership roles. Its objective was to highlight the underrepresentation of Black educators, particularly Black administrators. Since the 1954 "Brown v. Board of Education," the percentage of Black educators has significantly declined. The ruling failed to provide clear guidelines for integrating Black and white schools and staff, resulting in a widespread exodus, demotion, and dismissal of Black educators. Seventy years later, Black educators remain significantly underrepresented. Previous research has inadequately considered the perspectives of Black educators concerning their identity and career paths, along with the barriers face by Black school leaders in attaining administrative roles. Utilizing a narrative design allowed the researcher to collect data through an open-ended survey question, two journal responses, and virtual interviews with five Black teachers and five school administrators across public and charter schools in Virginia, North Carolina, Georgia, Tennessee, and Texas. Critical Race Theory and Social Identity Theory provided the framework for this study. Key findings from the study included Black teachers had a disinterest in becoming school administrators due to the lack of representation, lack of school administrator support, and negative relationships with school administrators. However, some expressed aspirations to become administrators driven by the opportunity to enhance professional support for teachers and foster cultural and academic support for students. Additionally, the study identified barriers faced by school administrators, such as discriminatory hiring practices, negative stereotypes related to race, age and gender, and challenges in career advancement linked to their identities. The last finding highlighted the effect of intersectionality on perspective regarding career progression. Implications of the findings are discussed in relation to critical race theory and social identity theory and for the concepts of racial segregation, intersectionality, and gendered racism. [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.]