This paper asks where and how women and women's styles of leadership are situated in Easton's Model of Policy Process. The Easton Model provides a means of understanding policy development from a micropolitical perspective and offers analysis of environmental influences on policy decision making and implementation, allowing the model to accommodate the fact that decision making, policy development, and implementation are influenced by the needs, demands, and quirks of outside influences. Drawing on the literature on women's leadership styles, the paper focuses on women as educational leaders, evaluating whether their leadership styles would have greater chances of success within Easton's systemic model of policy processes. It provides an overview of the Easton Model, offers an example using the model, analyzes successful leaders using the model, discusses women's leadership styles, gives examples and amplifications of women's leadership practices, and discusses the representation of women in the Easton Model. The article concludes that although the model is superior to earlier models, it is still based on traditional concepts of leadership and organizations and thus ignores or diminishes the experiences and values of women who fall outside hegemonic norms, perpetuating the absence of studies on women's leadership practices and philosophies. (Contains 35 references.) (RJM)