Research underscores how Black women's experiences as members of two marginalised groups, Black and female, influence their educational practices and experiences. Through intersectionality, this study explores three Black women principals' reflections on their journeys to the principalship and leadership styles. Results of this study highlight the women's paths to educational leadership; two principals entered education as a second career choice. The women entered education without leadership aspirations and only considered leadership after others' encouragement. The principals modeled their leadership styles and practices after previous supervisors. As a result of their pre-leadership experiences, the principals were democratic leaders who built teacher-leaders and desired to ensure teachers felt supported. Findings suggest that district and school leaders are essential in identifying leadership candidates who may not evidently express leadership interest. Further, districts must attend to the mentoring of aspiring and novice assistant principals and provide opportunities for Black and underrepresented aspiring principals.