A study examined the personal, educational, and career factors that influence the success of women who hold high-level positions in the administration of vocational education at the regional, state, and federal levels. Of the 70 women who were originally asked to participate, 46 responded. Two data collection methods were used: a written questionnaire designed to collect demographic information and audiotaped responses to a set of discussion questions. The prototype of the successful female vocational administrator was both similar to and different from that of the successful female corporate executive. Most of the subjects grew up in traditional, stable, happy home environments with stereotypical role models. Rather than being a detriment, this traditional background appeared to provide the women with a good self-image, a feeling of security, and support throughout their growing years. Most were also closer to their mothers than to their fathers. The majority felt that their educational preparation (including their human relations/social science and professional courses) was adequate for the position they now hold and stated they would make the same career choice again. Most had an unstructured support system throughout their careers (provided by family and colleagues), with few citing specific individual mentors. Most felt that they had been treated differently than their male counterparts, and only a third felt that women support other women in leadership positions. Six appendices provide: the list of study participants; the letter to the group requesting participation in the study; the letter to the Home Economist group requesting participation in the study; the cover letter to participants in the study; the instruments (questionnaire, guidelines); and five samples of follow-up letters. (MN)