Many female administrators fear that white male culture will not allow them to be viewed as successful and powerful unless they behave as "ladies should." To explore such fears, this study examined the definition and application of power within the practice of women educational administrators. The purpose of the research was to construct a theory of power and to detail the differences between the feelings/beliefs and successes/failures of those women who define power as "power to" accomplish, and those who regard it in the more masculine conception of "power over" people and things. The research draws on the individual accounts of women administrators, offering their combined experiences of working in a masculine-constructed environment. It analyzes the socialization of women administrators and how women have been taught to believe that they must ask permission for all actions--a process, that leads to collaboration and consensus-building ("power to"). However, some women define power as "power over" and can become confrontational without even being aware of it, occupying areas customarily associated with men. It is concluded that neither conception is wholly desirable for women, and that each woman must be aware of such concerns during daily interactions. Contains 40 references. (RJM)