This dissertation study explores the lived experiences of Black women leaders of public school districts across the United States. Black women superintendents comprise roughly 2% of urban superintendencies in the United States, so understanding their journeys to and experiences in the position is critical to understanding ways that these systems do, do not, and can support these change leaders who bring vital knowledge, skills, and values to the districts and people they serve. The study is grounded in the theoretical frameworks of Critical Race Theory, Tempered Radicalism, Intersectionality Theory, Gendered Racism, and Black Feminist Thought. Black women superintendents from across the country were interviewed about their experiences on the path to the superintendent role; their roles, both formal and informal; their motivations and ways they sustain themselves; and their recommendations for Black women leaders who are superintendents and those who wish to become superintendents. Using individual interviews, focus groups, photovoice, research memos and dialogical engagement, the study investigates these leaders' lived experiences and strategies to sustain themselves while transforming school systems. The findings of this study introduce a thriving framework focused on ways these leaders can be supported in their work. [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.]