Black women currently enroll in graduate school programs and earn doctoral degrees at higher rates than all other demographic groups in the United States. Nonetheless, Black women remain noticeably underrepresented in educational leadership positions in public education. Research explorations of Black women who lead in public education primarily speak to the dynamics of the principalship, super-intendency, and other top executive roles, including their multifaceted experiences at the intersection of race and gender. This study extends the work Black women scholars to explore theoretical interpretations of Black women's realities. The authors intend to contribute to the growing body of literature on Black women and educational leadership by exploring their leadership through an Afrocentric epistemological lens. They aim to place Black women and their leadership at the epistemological center, in order to discover new theoretical knowledge that speaks directly to and about them. Additionally, the authors offer a perspective regarding the ways in which people study, reflect upon, and judge educational leadership through an exploration of the cultural origins (and reinforcing manifestations) of leadership. At the deep structural level of culture, the authors unveil the deep inner workings of culture that inspire a leadership orientation among Black women as a cultural group. From a practical perspective, this research is intended to produce findings, implications, and suggestions for future research inquiries that support the active agency of Black women who lead. The voice and power of Black women leaders as a cultural group are illuminated through this research.