This report describes a study of the factors that contributed to decisions by women to abandon their careers as school leaders. The purpose of the study was to extend analysis of socialization factors, particularly when they persuade school leaders to reconsider their careers in education. The study followed 25 women who completed the masters of school administration program at a state university in North Carolina. The study tracked them as they entered the program, throughout the program, upon graduation, and 4 years following graduation as they became assistant principals and principals. As a group, they worked in all levels of the K-12 educational system, in schools of all sizes, and in a variety of settings. Demographic information and career paths of the participants are presented in tables. Data for the study were gathered from participant interviews, short surveys, reflective journals, and focus-group discussions. Data were analyzed using a grounded-theory approach. The study found a number of reasons why the participants chose not to continue their careers as school leaders. The reasons are organized within the broad categories of school and community contexts, personal perspectives, time demands, and the interface of work and family. (Contains 67 references.) (WFA)