The landmark case of "Brown v Board of Topeka" in 1954 changed the trajectory for Black principals and the impact can still be felt 70 years later. Black women principals went from opening and leading schools to making up a mere seven percent of principals in elementary, middle, and high schools. They have long been an underutilized subject in educational leadership research. In this mixed methods study, there is an examination of Black women PK-12 public school principals' experiences and burnout. Utilizing the Oldenburg Burnout Inventory (OLBI), 24 respondents had their burnout level measured. Eight of those respondents engaged in a semi-structured interview to share their experiences. The findings from this study indicate that all the respondents to the OLBI are experiencing moderate or high levels of burnout. Additionally, through a thematic analysis, five key themes were generated around the experiences of the participants. The data indicated that Acknowledge, Assess, and Advocate: A Framework for Self-Awareness Among Black Women Principals is a tool that can be used to support Black women principals in recognizing they are experiencing burnout and provide support for navigating the phenomenon. This study can have implications for not only Black women but also other women of color and people of historically marginalized groups with intersectional identities. Recommendations for future practice and research include an audit of recruitment practices when seeking Black women principals, a longitudinal study of burnout among Black women principals, and an examination of coping strategies and self-care practices among educational leaders at every level. [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.]