<p>Although leading for equity introduces distinct and often heightened stressors, limited research has explored the well-being of equity-focused school leaders—and even fewer studies center the perspectives of Black leaders in this work. This study addressed that gap by exploring two guiding questions: (1) What stressors do Black K–12 school leaders committed to equity identify? and (2) How do they describe and engage in self-care practices? Findings offer culturally grounded insights for how school districts can better support the well-being and success of Black principals. This qualitative critical phenomenological study framed in Motherwork and Black Masculine Caring consisted of two-semi structured interviews with eight female and five Black male school leaders committed to disrupting racial equity with at least three years of experience. The data was analyzed across five levels using constant comparative analysis. Themes suggested Black principals committed to racial equity experience: (1) no separation between personal and professional life, (2) sense of not doing enough, and (3) ashamed. These Black leaders practiced self-care in three ways (1) spirituality, (2) service to their communities, and (3) support from other Black leaders. The article concludes with suggestions for districts. This research contributes to educational leadership by identifying racialized stress Black leaders endure and describing the self-care practices of Black leaders. Unlike race-neutral approaches, findings may guide districts to make room for Black leaders to care for their well-being respectful of the dualistic nature of their leadership.</p>