As we approach the end of the first decade of the twenty-first century, the globalization and privatization of the academy is destabilizing the patterns of university professional work developed over the past hundred years (Slaughter and Leslie, 1997). To grasp the extent of changes taking place and to understand the forces of change on women in the academy, it is important to focus on women administrators in this equation. African American women administrators in particular, and women of all historically underrepresented racial groups in general, must deal with the unique challenges of singular discrimination in terms of race and gender and then the intersectionality of the issues of racism and sexism in terms of feelings of isolation, perceptions of lack of trust and support, and tokenism and struggles over power and influence (Collins, 1991; Edwards, 1997; Edwards & Camblin 1998; Moses, 1989; Mosley, 1980; Sandler, 1986; Sandler & Hall, 1991; Shavlik and Touchton, 1986). The purpose of this study was to collect qualitative information, beyond basic preparation and readiness for a senior level administrative position, that related to support, success and other career enhancing achievement factors. These factors are connected to family and community support systems, informal and formal professional networks, and the ability to navigate and negotiate effectively within professional and higher education environments.