This qualitative study examines the leadership experiences of 10 African American educational administrators and managers who are serving at or have served at one of four Northern California public community colleges that are located in rural communities and/or have minimal administrative cultural and racial diversity. Rural-serving community colleges constitute a significant portion (8%) of the nation's 1,200 community colleges and serve an increasing number of minority students, both African American and Hispanic. The focus of the study is to explore the experiences of African American community college leadership at these types of institutions and to determine what factors prompt decision(s) to stay with the colleges and what factors prompt decision(s) to leave the colleges. Three questions are analyzed to achieve this goal: (1) What are the experiences, goals, challenges, and triumphs of African American leaders at rural and or least diverse community colleges? (2) What factors "foster retention" of African American leaders at colleges in this study? (3) What factors "hinder retention" of African American leadership at these colleges? The purpose of the research is to provide recommendations for retaining administrative racial diversity at community colleges. The study also provides some recommendations for recruiting a culturally diverse administrative pool. While some research has been done on the retention of African American college and community college administrators, none has been found on African American administrators in rural or least culturally diverse community college administrations; therefore, not much is actually known. Of the studies reviewed, none specifically addresses the subject, although related studies have been found to be helpful. In addition to investigating the historical context of African Americans and education, the study reviews the relevant literature on African Americans and faculty issues, community college leadership, administrative barriers and challenges, and it reviews the relevant literature on rural community colleges. Finally, Critical Race Theory is reviewed as it relates to higher education and is used as a lens for data analysis. This qualitative study identifies 10 African American administrators from three categories: they are currently serving as administrators at one of four community colleges, have left administrative posts at one of the four community colleges, or have retired from one of the four community colleges. Their positions include those of dean, director, manager and vice president. The group consisted of six women and four men. Each individual was asked about his or her family background, education, administrative experiences, and recommendations for retaining African American administrators at community colleges. Twelve themes emerged from interviews of the participants based on the three research questions. The themes reflect the unique experiences of each participant, including background, the conditions that attracted them to the colleges, and the conditions that factored in their decisions to stay with the colleges, and the themes also reflect the conditions and circumstances that factored in decisions to leave the colleges. The last chapter of this study offers recommendations for retention of African American Administrators at rural and least diverse community colleges, recommendations for administrators seeking positions at these types of institutions and it offers implications for further study. [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/en-US/products/dissertations/individuals.shtml.]