Black women experience the world from a more unique perspective than their counterparts, especially as educational leaders at colleges and universities. By exploring the authentic experiences of Black female educational leaders at insituttions of higher education, we understand how their identities shape their leadership practices and interactions within the Ivory Tower. Through a qualitative study employing in-depth interviews and narrative analysis, this research delves into the personal and professional journeys of Black women who have and continue to navigate the complexities of leadership roles in two-year and four-year institutions. The study examines key themes around strategies for maintaining authenticity, the effects of authenticity on colleagues and workspaces, and the role of faith and community support. It also highlights resilience and adaptive coping mechanisms the leaders employ but still challenges the idea of conformity by declaring our value. By capturing the lived experiences of these leaders, this work aims to contribute to the broader discourse surrounding Black women's experiences in the academy. It underscores the necessity for the complete deconstruction and reconstruction of the institution, placing the needs of Black women at the forefront and as the foundation. Until then, the findings provide actionable insights for policymakers, educators, and administrators to better support and retain Black female leaders. [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.]