This study employs a qualitative approach, using phenomenological case study methodology to examine the life stories of Black women administrators in higher education. The purpose of the study is to understand how mentoring of Black women aids in their navigation of barriers and offers support while serving in administrative positions at Predominantly White Institutions (PWI). In addition, the research will examine the intersections of race and gender and how dual consciousness impacts the career progression, retention, and success of these women using Collin’s Black Feminist Thought and Kram’s Mentoring Theory.