Through the research conducted, the experiences of African American female principals in their efforts to become principals of K-12 schools in rural Southwest Georgia were revealed. The researcher sought to understand African American female principals' life experiences, perceived barriers, and strategies used on their journey to become principals. Qualitative research guided the researcher in capturing the narratives of six African American female educators who advanced to become principals of elementary schools in Southwest Georgia. The literature captured theories, information, and influences that aligned with the race and gender of the six African American female participants of this study. Some information found in the literature may have impacted or influenced some of the perceived barriers and strategies these African American females encountered on their journey to become elementary school principals in Southwest Georgia. The literature revealed the rationales to support African American females desiring to become principals. The significance of this study supports and encourages African American female educators who desire to become principals. There is a growing need for African American female educational leaders to serve as mentors and work to encourage other African American females to travel the same path they traveled. The study also provided information to school districts' personnel departments, college and university leadership programs, local RESAs, and the state department of education. [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.]