Although numerous studies target classroom teacher performance or principals' ability to improve instruction, little attention is given superintendents' leadership and managerial skills. Especially neglected are relationships among superintendents--despite their serving a critical function. This study examines the interpersonal network existing among district superintendents in Washington State. Using a sociometric test survey, the study examines mutually identified groups (cliques), individuals connecting between groups (bridges), isolated individuals (isolates), and the entire superintendent network throughout the state. Also examined are individual superintendent traits (age, ethnicity, gender, salary, years of experience, and district size) and district conditions influencing the network's establishment and continuation. The study draws on three factors possibly influencing the degree of superintendent connectedness: affiliation, accessibility, and status. Analysis of affiliation attributes (nonwhite ethnicity, gender, age, and degree and credentialing institution) indicates that affiliation is the weakest of the three categories. However, accessibility (measured by educational service district membership) and status (measured by salary, years of experience, and student enrollment size) are important factors influencing the establishment of connections within the network. One-third of the superintendents studied were isolated from networks, and female superintendents failed to choose friends among themselves. Implications for induction, mentoring, and support of superintendents are discussed. (23 references) (MLH)