Black educators, especially Black women, face unique challenges when transitioning from teacher to leader in K-12 settings (Tran et al., 2023). Despite some existing research, there is still a lack of understanding how Black women can successfully navigate this transition. The purpose of this phenomenological study was to close this gap in the literature, as this study explored the lived experience of Black women transitioning from K-12 classroom roles to K-12 leadership positions with a focus on the barriers and supports they experience. The researcher conducted interviews with nine Black women educational leaders who were former teachers and then became educational leaders in the state of California. Using the lenses of intersectionality theory and self-determination theory, the researcher was able to capture the essence of their experience. The findings of this study determine Black women educators transitioning from the classroom to educational leadership positions navigate discrimination, draw strength from their spirituality, lean on their community, and exemplify self-determination and resilience. [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.]