Focused on the absence of a viable population of African American women in the superintendency, this study addressed barriers described by 10 credentialed, district-level Southern women who hold advanced education degrees coupled with years of leadership experience. This phenomenological study used interview methodology to uncover the lived experiences of African American women who were positioned professionally to apply for the superintendency. A Black feminist construct was employed to interpret personal themes--early expectations, family influences, ethical beliefs, vigilant preparation--that converged with external themes--disconnection from networks, oppression, and selection processes--to reveal obstacles to applying for the superintendency. Profiles of well-credentialed African American women educators are provided.