As a thirty plus year Black American educator in the Midwestern United States, I have experienced racial bias. I felt it affected my career advancement. As a current educational administrator, I wondered if others have experienced racial bias and if they felt it affected their career as well. In this phenomenological study, the voices of Midwestern Black American administrators are heard. The purpose of this phenomenological study was to explore the experiences of building and district level K-12 administrators who identify as Black American in the Midwestern area. My focus was on similarities and differences of experiences that occurred based on the racial balance of their environments. More specifically, this study addressed the following question: What are the perceived effects of the implicit and explicit racial bias on the advancement of K-12 Black American administrators' career? Through analysis of the interviewed participants, there were eight themes that emerged: supports, code-switching, feeling of being blocked or discouraged, making a way, programs, micro-aggressions, bias, and feeling on the outskirts/left out of the conversation. It was found that racial bias, be it implicit or explicit, effects the K-12 Black American administrator and their career. There were positive effects and negative effects in work environments with little diversity and with those with increased diversity. This study ends with recommendations on lessening the negative effects of bias on the careers of K-12 Black American educators. [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.]