The focus of this basic qualitative study was to explore the lived experiences of Floridian African American women in secondary educational leadership positions. Using critical race theory and Black feminist standpoint theory as a theoretical framework, this narrative analysis serves to increase the understanding of leadership styles among a specific region of African American school administrators. Adding this literature strengthens the phenomenon when obtaining and retaining a leadership position in the field of education. The following research questions were used to guide this study: (a) How do African American women describe their journey during their paths to successful educational leadership positions? (b) How did the selected women school leaders develop and frame their current leadership style? and (c) How do the selected women school leaders describe the challenges experienced during the career path of their current positions? Through a semistructured interview process, data were collected from 10 African American women who currently hold or formerly held secondary educational leadership positions in Florida. The results of the study reveal that regardless of personal background, race, age, or gender, a successful educational leader must possess a willingness to devote continuous effort to the betterment of P-12 schooling. The study discovered varied perspectives on leadership styles. The findings further indicate that leadership success requires a positive support system in the form of a mentor, family, and faith. The study exposed certain conditions linked to internal and external institutionalism, race, and gender that sometimes prevent attaining and retaining P-12 school leadership positions. [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.]