In 2020, the United States experienced twin pandemics disproportionately impacting BIPOC communities and their schools and school systems—one new, COVID-19, and one longstanding, that of white supremacy and anti-Black racism. This phenomenological study of 20 Black female principals in two states provides insights into how these leaders, who so often center racial justice and caring for BIPOC children and communities in their leadership practice, grappled with these pandemics and how doing so impacted their leadership and work. Findings suggest that leading through these twin pandemics further cemented these women’s commitments to engage in advocacy and justice work on behalf of their communities and students. They also reported, regarding racial inequity and white supremacy, feeling both a cautious optimism stemming from seeing the work they had long engaged in being taken up at scale, and by white colleagues in particular, and frustration, experiencing this engagement often as “performative” and thus unlikely to lead to real change. And yet they also spoke of their deep commitment to advocacy and social justice moving forward and their role in ensuring that all their students receive the education, opportunities, and outcomes they deserve.