The purpose of this qualitative study was to identify the perceptions African American female principals hold regarding the challenges and opportunities they experienced when seeking and holding administrative positions in a K-12 public school setting. The interview protocol contained open-ended questions and was used to conduct semi-structured interviews with six participants. Findings indicated that when seeking the principalship, African American women inspired to become principals, obtained the required credentials through district-sponsored cohorts and university programs, were knowledgeable of the required skills, felt mentors and networking were most helpful in obtaining a principalship, and noted that as they served as principals, they took advantage of opportunities to serve their school community. They reported that as they sought and served as principals, stereotypes about African American women were unique challenges and their experiences, opportunities, and challenges were different than those of their peers. Implications from the study indicate school district leaders can encourage African American women to pursue the principalship by promoting positive relationships with other administrators and supervisors, developing mentorships, and promoting district-sponsored programs. District leaders must also maintain awareness and combat the stereotypes faced by African American women as they seek and hold administrative positions. / Doctor of Education / The purpose of this qualitative study was to identify the perceptions African American female principals hold regarding the challenges and opportunities they experienced when seeking and holding administrative positions in a K-12 public school setting. The target population was six African American female principals serving in elementary, middle, and high school settings with differing levels of administrative experience, diversity, and socioeconomic status. Semi-structured interviews were conducted with the purpose of uncovering and capturing the perspectives of African American female principals as they seek and serve in the principalship. The analysis of participants' experiences provides a lens district leaders can use to recognize the opportunities of African American female leadership and to address and dismantle the challenges African American female leaders face as they seek and serve in the principalship. Results of the data analysis showed the African American female principals perceived that district-sponsored licensure cohort programs and mentorships were the most helpful in obtaining a principalship and they took advantage of the opportunities as they served in the principalship. Negative stereotypes about African American women were a challenge and they perceived there were differences in seeking and holding the principalship in comparison to their peers. Findings from this study indicate more research is needed on the perspectives of African American female principals as they seek and serve in the principalship in K-12 public schools.

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