An investigation examined the way in which specific women were selected for and inducted into school leadership. Each had graduated from a newly designed preparation program built around state and national standards, focused on teaching and learning as the central role of schools, and committed to collaborative approaches as the best way to achieve shared goals. Pressures on women to conform to traditional norms for school leaders as they entered school leadership were examined. The investigation also explored any impact that gender-associated leadership preferences had on their socialization. A multiple case study approach was selected and data sources used were primary and naturalistic in nature (statements, documents, and observations). The 15 students in the study graduated with clear ideas about leadership and their preferences for leadership style. They had studied the concept of socialization and knew that during their transition into leadership they would encounter both explicit and implicit expectations for their role. The ten students interviewed indicated an awareness of socialization. Confidence grounded in competence characterized all of the program's graduates. Most attributed some of their success to resisting socialization during their preparation. Their knowledge of who they were, what they stood for, and how to work with people were connected to their graduate studies. The women identified several characteristics associated with a feminine style as important to their success as assistant principals and principals. (Contains 2 tables and 91 references.) (BT)