The purpose of this qualitative scientific phenomenological study was to explore the lived experiences of academic support, mentorship and social challenges of Black female administrators in educational institutions in the Dallas- Fort Worth (DFW) Metropolitan of Texas. It was not known how many Black female administrators experience becoming leaders in a K-12 public educational organization. The theoretical foundation for this study was Black Feminist Thought (BFT) theory. The following research question guided this scientific phenomenological study: What is it like for Black female administrators to experience becoming leaders in an educational organization? A purposive sampling technique was used to select five Black female administrators in K-12 public education organizations throughout the DFW Metropolis. Data collection involved the use of individual in-depth, unstructured interviews. Using Amedeo Giorgi’s 5-Step phenomenological analysis, 10 findings emerged from the participants’ lived experience of becoming leaders: (1) Felt-Sense of a Male-Dominated World, (2) Intrinsic War Against Scrutiny and Validation, (3) Blatant Disregard, (4) Racialized Obstruction, (5) Personal Hindrance, (6) Mentorship Influence and Endorsement, (7) Making Purposeful Connections, (8) Journey to Acceptance, (9) Real-World Engagement Learning, and (10) Becoming as Actualizing Oneself. This study included policy implications for developing Black female administrators which may assist educational organizations in the promotion of cultural diversity and culturally sensitive awareness programs.