Black-female principals experience competing harms at the intersection of race and gender, which disproportionately impacts their retention and sustainability. This qualitative study explores their lived experiences through critical lenses to center Black-female humanity, wholeness, and staying power in the position. While limited, research has shown that Black-females in the school principal's role has historically been harmed and oppressed at the intersections of race and gender, resulting in high turnover from the position. This limited research speaks to the complexity of the principal's role, compounded with relentless implicit and explicit racially gendered harms based on unconscious and intentional assaults. This qualitative research study sought to answer the question of sustainability for Black-females in the principalship and what supports would foster spaces that lead to thriving on the job. Black-female principals were interviewed to narrate their own experiences on the perspectives of being Black and female while leading in historically white spaces and the impact that has on their sustainability. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]