The purpose of this study was to determine how factors such as demographics, leadership skills, intrinsic motivation and attitudes, and life experiences contribute to the success of minority academic leaders in the American higher education system. A qualitative research method, using the phenomenological approach was selected for this research. This research design was highly appropriate since the objectives of this study included the illumination and identification of specific phenomena as perceived by minority college and university administrators in Midwestern states. There were total of six participants who were interviewed for this research study. Research findings indicate that success factors for minority academic leaders included the following: superb leadership skills; strong family support system; dedicated mentoring efforts and positive role models; the ability to overcome racial prejudices and discrimination; extensive personal and professional experiences as well as expertise; realization of the importance of cultural factors, values and norms; ability to navigate through the institutional landscape; understanding real reasons for disproportional representation of minorities; adoption of strategies for professional advancement; institutional focus on minority recruitment, retention and advancement strategies; essential functions and positive impacts of minority academic leaders; understanding major challenges of minority challenges of minority academic leaders; formulation of systemic and methodical institutional changes; and finally, passionate aspiration and the desire to succeed. [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.]