This qualitative research study investigated the perceptions of successful turnaround school leaders regarding factors attributing toward success, barriers thwarting success, and strategies that assisted in minimizing barriers. This study specifically investigated the perceptions of African American school leaders in urban turnaround schools in Tennessee. Data were collected via individual interview with eight successful African American turnaround school leaders. Data revealed that these successful turnaround school leaders attributed their success to: incorporating data-driven decision making, creating a positive climate and culture, influencing for results, receiving and modeling significant leadership preparation, implementing successful hiring practices, and developing a good team. Perceived barriers identified by these participants included: a toxic environment, mandated initiatives, individual attrition, and stakeholder cynicism. Finally, the strategies shared to minimize barriers to the turnaround process included: successful staffing practices, high instructional and cultural expectations, high quality professional development, and transparent communication. These findings may serve to assist future educational leaders with turning around failing schools, particularly in an urban educational environment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]