The context of education is changing based upon social, political, and accountability factors. As a result, many large urban districts have turned to small school reform in efforts to address student learning outcomes. Research demonstrates that effective leadership influences school achievement and culture. This qualitative study examines the leadership of two African-American female principals charged with implementing small school reform in an urban district. Each principal experienced challenges related to race, gender, and age, as well as challenges in harnessing district support to implement the reform with integrity. The tenets of Afrocentric feminist epistemology are used to explicate the experiences of these Black female principals. (Contains 1 note.)