The topic of this study was Black female higher education executive leaders' cultural capital mentorship experiences and their social learning journey to senior positions. While Black females earn academic credentials at an increasing rate, the leadership ranks at higher education institutions are not proportionally representative of them. There remains a scarcity of Black females in top positions such as presidencies, vice presidencies, and provostships. Those who have succeeded in attaining these roles possess similar traits that if studied can contribute to resolving the lack of diverse capable leaders in higher education. Using a semi-structured query approach with a sample of 12 Black female higher education executive leaders, this generic qualitative research study sought to examine the mentorship experiences of Black female executive leaders in higher education that promoted the acquisition of their cultural capital. The study examined these cultural capital mentorship experiences using a social learning context. Participants in the sample had accountability portfolios that included strategic oversight of a major function or division at a college or university such as academic affairs, administration, or student affairs, had at least three years of senior-level experience, served on the institution's executive council, and had a minimum of three direct reports. These criteria were significant in demonstrating the participants' aptitude, capability, and locus of control in decision-making. For the study, more than 80% of participants held terminal degrees and they collectively averaged 12 years as an executive leader. Participants' narratives were reviewed using a reflexive thematic lens to identify trends in the data first, create codes, and then group these codes into themes. Using a social constructivist approach with the data analysis, the following five findings were derived: (a) the social learning theory can be optimized to create professional pathway programs, (b) the mentor has a role in authentic networks, (c) identity development influences agency, (d) support and sponsorship build leadership pipelines, and (e) diversify now for the continuation of higher education. These five findings serve as evidence for administrators specializing in higher education to devise strategies to build the leadership capacity of the Black females and other diverse groups in senior-level administrative positions in the industry. One crucial future research recommendation revolved around an implication for practice in higher education leadership still dominated by patriarchal behaviors. That is, the use of authentic networks as pipeline support systems that could sustain minoritized leaders in executing their responsibilities without the judgment of their identities. [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.]