Hispanic Serving Institutions (HSI) educate more Black, Latinx, and Indigenous students than predominantly White Serving Institutions, yet their leadership lacks representation, especially of Black women leaders. This study explores the experiences of Black women leaders at HSIs. Moving beyond a deficit model, exploring how these leaders leverage their expertise and cultural identities to navigate these institutions. The purpose of this narrative qualitative study is to explore the experiences of Black women professionals in HSIs, as well as factors that influence their professional development, advancement, and sense of belonging. In an effort to improve the experiences of Black women professionals working in higher education institutions, the research will examine how they experience being a Black women leader in higher education. Drawing on Black Feminist Thought for a deeper exploration of the experiences of Black women working in HSI postsecondary institutions, this study explores how the campus community benefits from Black women being their authentic selves. Findings show Black women contribute to the academic excellence of HSIs through diverse perspectives, mentorship for students of color, and institutional advancement. The unique challenges Black women face in prioritizing well-being within a professional environment may not fully reflect their experiences. The study offers recommendations for HSIs to foster a more inclusive climate and increase the representation and belonging of Black women leaders. By amplifying the voices and experiences of Black women, this work underscores their critical role in shaping the future of HSIs. [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.]