This narrative case study explored how Black women in higher education leadership cope with gendered and racial microaggressions. Through the narratives of the six participants, the study aimed to understand the impact racial and gendered microaggressions have on work engagement and job performance. This study used Intersectionality and Black Feminist Theory as the conceptual frameworks to investigate the impact of racial and gendered microaggressions that Black women face in higher education. Data from the six participants were collected, including structured interviews with the participants who reflected on their lived experiences, discussed their struggles with microaggressions, and shared the coping mechanisms they used to help overcome these challenges. The following themes emerged from the cross-case analysis: (1) Fear of being labeled an angry black woman (ABW), (2) Guardedness and feelings of not being able to be vulnerable, (3) Fear of speaking up to avoid retaliation and labeling, (4) Lack of participation due to peers not accepting their professional judgment, (5) Hypersexualization, and (6) Disrespect due to being a Black woman. According to the results of this study, disparaging stereotypes played a role in how they were perceived by their peers. The racial and gendered microaggressions negatively impacted their health, their views about their jobs, and their willingness to engage with peers. Results also illustrated that educating employees, holding all employees accountable for microaggressive behaviors, mentorship, and professional development are effective methods to reduce these experiences. [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.]