As school districts become increasingly racially diverse, minorities remain practically invisible in the role of superintendent; specifically, Black women. Historical analysis depicts the superintendency as a White male-dominated position and highlights significant challenges experienced by women in the field. Literature available on the topic of Black female upward mobility suggests barriers may be extensive and often unknown as Black women experience the adverse effects of having a double-minority status. During the 2019-2020 school year, there were 12 Black female superintendents employed, representing 8% of the 142 school systems in Alabama. Where the literature is scant, this study sought to provide foundational information about the obstacles faced by Black women seeking the superintendency in a state where Black females represented nearly 20% of the total educator population. This analysis of race, gender, and other factors perceived as barriers by the participants revealed racism and sexism as the dominant causes for the low number of Black female superintendents in Alabama. Coupled with politics, lack of mentorship, and school board demographics, the obstacles facing Black females pursuing the superintendency were numerous. Results of the study indicated sweeping improvements in recruitment methods and educational curriculum -- along with the eradication of antiquated groupthink -- are essential to eliminate discriminatory practices and explicit biases thwarting the ascension of Black females to the superintendency in Alabama. [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.]