This study explored the experiences of Black Queer women working in higher education and how these women navigated the challenges associated with their multiple marginalized identities. This study further highlights the impact of these challenges on these women as marginalized employees, as well as their recommendations for higher education leadership. Black Queer women in higher education are hyperinvisible (Brassel, et al., 2020; Brown, 2021; Jones, 2006; Miles, 2012). Much of the current literature discusses both Black women and Queer women; however, it is uncommon to find studies investigating women whose intersectional identities are also Black and Queer. Using a phenomenological approach, in-depth, semi-structured interviews were conducted to explore the workplace experiences of ten Black Queer women in higher education. Participants submitted photos, as well. Interpretative phenomenological analysis was used to code data to understand their lived experiences. Four major themes emerged, with corresponding subordinate themes. Findings show that Black Queer women experience challenges and stress associated with emotional labor, being overworked, isolated, tokenized, and engaging in respectability politics. Recommendations are that higher education leadership use resources to hire and compensate more Black Queer women, facilitate safe spaces to foster belonging, create unique professional development opportunities, and acknowledge Black Queer women's contributions as a way to encourage authentic voices. [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.]