This thesis utilized a basic qualitative approach and Banks' multicultural education theory (supported by the theories of Crenshaw, Tinto, Sen, and Nussbaum) to investigate the higher education experiences of Appalachian African-American (AAA) women who have persisted to graduation from a four-year institution. The narratives of AAA women as college students were missing from the existing higher education leadership literature. The qualitative study answered the primary research question: What are the higher education experiences of Appalachian, African-American women who have persisted to graduation? The study also helped answer four subquestions related to these women's experiences with intersectionality, faculty, staff, peers, and supportive and protective factors. Twelve Appalachian African-American women were administered a semi-structured interview protocol to elicit thick, rich descriptions of their higher education experiences. Iterative, interpretive thematic analysis was applied to the collected narrative data, resulting in seven emergent themes. The themes that emerged were Appalachian pride, familial support, resourcefulness, navigating stereotypes and discrimination, belonging, a feeling that there is something more, and innate empathy and leadership traits. The outcomes of this study have implications for higher education leaders working in recruitment and retention and those in diversity, equity, and inclusion. [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.]