Keenly aware of the historical omission, absence, and underrepresentation of African American women's leadership experiences, perspectives, and narratives in the educational leadership discourse, 3 pretenured African American women scholar-practitioners employ the combined qualitative methods of critical autoethnography and collaborative autoethnography. Centering their journeys from PK-12 to higher education, this study presents an analysis of their professional, personal, and academic experiences viewed through complex theoretical/conceptual frameworks (i.e., Afrocentric feminist, intersectionality, resiliency). The results of the study indicate that "academic othermothering" and peer mentoring practices are essential for faculty women of color. Reflective, narrative, and collaborative research methods are meaningful ways to convey lived experiences and intersectional identities are needed for the recruitment, development and retention of African American women educational leadership faculty PK-12 scholar-practitioners.