This paper presents findings of a study that examined the experiences of first-time women superintendents. It was part of a national case study of 18 beginning superintendents who assumed the position during the 1992-93 school year. The paper presents data from case studies of two women superintendents, both in urban districts, with a focus on how they built community support for public education. One superintendent was a district "insider"; the other had previously held the position of assistant superintendent in another district. Data were derived through interviews, observation, and archival analysis. Although gender should be considered in studying leadership experiences, the data indicated too many differences to conclude that the women shared similar experiences as superintendents due to gender, or that they inhabited a uniform female world. Insider/outsider status, rather than gender, had more impact on the ways in which the superintendents garnered community support. Contains 18 references. (LMI)