The purpose of this qualitative descriptive study was to explore how African American female secondary principals in the United States describe their leadership strategies to promote positive climate and culture in their schools. The study was grounded in the theoretical framework of transformational leadership theory. The research question was: How do African American female secondary principals describe their leadership strategies to promote positive climate and culture in their schools? The data collection process involved conducting 10 semi-structured interviews with African American female secondary principals and facilitating one focus group consisting of five African American female secondary principals. Data analysis followed the principles of Braun and Clarke's Six-Phases to Thematic Analysis. Seven distinct themes emerged from the data including fostering a positive school climate and culture through the creation of welcoming and inclusive environments, promoting engagement through collaboration with families, schools, and communities, empowering school wide communities through recognition and celebration, supporting professional growth and emotional well-being among staff, promoting trust and effective communication, creating an inspiring vision through goal alignment and shared purpose, and nurturing inclusive leadership for an equitable school climate and culture. The findings of this study contribute to the existing knowledge by providing leadership strategies employed by African American female secondary principals to promote positive climate and culture in their schools. [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.]