The purpose of this phenomenological study was to describe the lived leadership experiences of Black women principals in Title I schools in North Carolina. The theories guiding this study are Black feminist thought and Intersectionality which amplify and center the voices of Black women. The central research question for this study was "What are the lived experiences of Black women principals in Title I schools? To gain a deeper understanding of the participants' lived experiences, I employed 10 semi-structured interviews. Data were analyzed using phenomenological reduction methods. The study's findings illuminated the variation of experiences based on the number of years of professional experience, professional development, and the availability of informal and formal safe spaces for Black women principals. Further, the confluence of gender and race provided an intersectional view of the principalship through leadership approaches, along with the social realities of hypervisibility and bifurcation of their personal and professional identities. The findings of this study suggest a distinct need to further explore the leadership approaches and needs of Black women principals as they matriculate into principalship, as well as safe spaces to sustain their leadership. [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.]