The emergence of the COVID-19 pandemic led to an extraordinary increase in the use of digital technology across P-12 schools. This situation required school leaders to adapt to educational technologies that quickly supported remote learning. Technology support roles were needed more than ever before. Although they remain an essential part of P-12 school systems, technology leadership positions are mostly held by White men. The representation of Black women in educational technology within P-12 school districts in the United States is notably lacking, a disparity that also extends to the literature. In particular, the voices of Black women in technology leadership positions remain largely unheard. This imbalance has disproportionately allowed the experiences and viewpoints of White men to influence the academic discourse. By highlighting the experiences of Black women in technology leadership roles within P-12 public school districts, this study aims to shed light on how their distinct identities influence their professional experiences. This contribution is important, offering a fresh and necessary perspective to the existing body of literature. Utilizing Critical Race Theory as a framework and Critical Race Methodology, this research probes the social and professional voyages of Black women serving as technology leaders, aiming to enrich our understanding with their unique insights and experiences.