The purpose of this study was to contribute to the body of research, which lacks critical work, by including the voices of aspiring Black women in educational leadership roles seeking the superintendent position and to contribute to innovative inclusive models of leadership that are currently invisible and limited. The position of the superintendency is a prestigious, visible role in public schools, characterized as the Whitest, male-dominated executive position. Although more women now hold these positions, it is much less so for Black women. In Connecticut, with 169 public school districts, 51.4% of students identify as students of color, yet administrators do not mirror this diversity, especially at the executive leadership level. Recently, only 8.9% of superintendents identified as individuals of color, but currently there are only 4.7%. Black women in Connecticut represent a dismal 1.8%. This study was designed to determine how aspiring Black females describe their pathway to the superintendency and what they perceive they need to complete the journey. To address the unique needs within this study, a methodological bricolage approach was utilized as the lens to deconstruct the Black women's experiences. This study combines phenomenology and autoethnography. I interviewed 15 participants, using a semi-structured interview protocol. This study illuminated three key themes among the findings: "dealing with harmful tropes," "a burden of care," and "the good ole' girls' network." Aspirants in this study revealed their lived experiences within the ranks of being a Black female educational leader and the many challenges they faced. Aspirants truly homed in on the notion of a "burden of care" and were looking at care from a place of students of color and in terms of their personal lives. "The good ole' girls' network" highlighted a void that aspiring Black female superintendents are seeking to fulfill. This research prompted an action plan comprised of four goals: to develop a network for aspiring Black female superintendents; to facilitate, co-create, and design professional learning opportunities for the aspirants; to promote mindfulness activities to support the overall health and wellness of aspirants; and to pay it forward by presenting at local and national conferences. [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.]