This study employed a basic interpretive qualitative research approach within the theoretical framework of critical race theory (CRT) to explore the experiences of six Black administrators who served predominantly Black schools in South Louisiana. Three phases of interviews (Siedman, 2013) served as the primary method of data collection, but collection methods also included observations, fieldnotes, and researcher memos. Using various coding methods along with connecting and categorizing strategies to analyze and inductively generate themes resulted in participant profiles that told the story of six Black administrators and their sense-making about the role of race and racism in their experiences as Black leaders. Findings from this study indicated Black administrators serving in predominantly Black schools who participated in the study were aware of the role of race and racism in education and cared deeply about the community and students they served, but struggled against innumerable personal and institutional barriers influenced by race. These administrators pointed to differences between White and Black educational experiences in America and identified racial inequities that created barriers in their personal experiences and work with students. These administrators demonstrated and developed a deep commitment and sense of responsibility for the Black communities they served and out of this internalization grew their own ideas about what was necessary for the education of Black students. The implications of this study resulted in the proposal of two recommendations. First, time is of the essence for Black students and the governing of Black education should no longer live in the hands of those with a legacy of Black oppression. Secondly a call for mandated diversity, equity, and inclusiveness training for all educators at all levels of K - 12 schools. Keyword 1: Black Administrators Keyword 2: Critical Race Theory Keyword 3: Race Keyword 4: Racism Keyword 5: Predominantly Black Schools