This dissertation study employed a mixed-methods narrative practitioner inquiry approach to explore the lived experiences of Black women principals in urban public and charter schools in the United States. The research sought to learn from these underrepresented leaders, unveil and amplify the realities of their lived experiences, and share a profound understanding of how they interpret their roles as educational leaders. Despite Black women principals’ substantial leadership presence in America's urban public schools, little is known about their strategies, coping mechanisms, and the impact of coping on their ability to persist and flourish in demanding positions. The research examines potential identity-based stress and trauma these leaders encounter and how they cope with andtranscend these challenges and it identifies resources, opportunities, and processes they draw on to support their success and well-being. The study shares the stories of 11 Black women principals through interviews, surveys, a focus group, photovoice, and member checks. The research offers an understanding of the challenges Black women principals face and the strategies they employ to overcome them and thrive in their own words. The study's findings present key themes amongst the participants' lived experiences as school principals that can inform the development of effective policies and practices to support and promote these leaders' professional and personal well-being. The conclusion presents a comprehensive discussion of the implications of the findings for practitioners, researchers, and policymakers. The outcomes provide valuable insights into the challenges and opportunities facing Black women principals. Furthermore, the study contributes to the existing literature on educational leadership and highlights the need for further research to address the gap in the knowledge base.