ABSTRACTBREAKING BARRIERS: BLACK WOMEN’S LEADERSHIP ATTAINMENT AND EXPERIENCES IN PREDOMINANTLY WHITE SCHOOL DISTRICTS Kesha A. Bascombe Andrea M. Kane This qualitative research dissertation addressed the challenges Black women faced in ascending to middle and upper management positions in education, particularly in predominantly White school districts (PWSD) and among leadership teams across the United States. The challenges stemmed from the intersection of race, gender, and societal stereotypes regarding leadership roles. By exploring the lived experiences, triumphs, and skills of Black women principals and superintendents in secondary schools and district-level positions, the study uncovered systemic barriers that hindered timely advancement and highlighted the strategies they used to navigate these obstacles. The study was grounded in the theoretical frameworks of critical race feminism, gendered racism, and systemic racism. It examined how the intersectionality of oppression, race, and gender influenced their leadership journeys. The research followed a three-phase design: (a) recruitment and sampling, (b) data collection, and (c) data analysis and interpretation. Data collection methods included semi-structured interviews and qualitative questionnaires which provided rich narrative data on the participants’ experiences. By highlighting these experiences, the research contributed to a deeper understanding of the systemic barriers that impeded their advancement and identified strategies they employed to overcome these challenges. The findings offered insights that could guide PWSDs in supporting women leaders of color and embedding an equity lens into professional development programs for educators and higher education curriculum.