The community college system is integral pathway for minority populations to advance upward into meaningful careers. Research is often focused on how minority populations achieve higher graduation rates when the administration is reflective of their identity; however, it is rare to find a community college campus in which the profile of the campus professional staff is equivalent to the campus' student population. This narrative research study explored how mid-career Black women working in community colleges describe their social identity as they aspire to be leaders in their professional roles. The participants of this study were ten Black women working in the community college setting for at least two years, at least 30 years of age, and serving in a professional position for at least two years. The findings highlighted the experiences of the participants and focused on race, gender, social interactions, relationships, networking and mentoring. The study concluded with implications for practice to include support groups, professional development opportunities, and mentoring programs. The suggestions for future research included more studies that emphasize the social identity and the identity development of Black women professionals. [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.]