The purpose of this study is to assess the current status of women professors of educational administration. Research findings are reviewed and discussed in the areas of socialization of women and sex-role stereotyping, mentoring, and networking. A 37-item questionnaire addressed background information, graduate school experiences, first employment, current status, and job satisfaction. A five-point Likert scale was used to record perceptions of career and personal-related qualities and characteristics. Four open-ended questions asked for a list of discriminatory practices in hiring and promotion, and perceptions of additional thrusts needed in preparation programs for K-12 administrators that relate to equity issues. Of the identified 190 women professors of K-12 educational administration in colleges and universities, 130 (70 percent) returned questionnaires. The study findings suggest several implications relative to encouraging more women graduate students to enter the professoriate: (1) women graduate students should be given greater opportunities to further develop research skills; (2) women students must begin networking in graduate school; (3) the lack of women mentors from the professor ranks is highlighted by this study; and (4) women professors of K-12 administration provide models for school districts and the public-at-large, contributing to the positive image of women as educational administrators and leaders. Appended are 6 tables and 29 references. (MLF)