The position of public school superintendency in the U.S. is the most powerful position in schools. Yet research has shown that women who hold the position have difficulty talking about power (Brunner, 2000). A survey designed to measure perceptions of power was sent to 210 women school superintendents in four Midwestern states during the 2000-2001 school year. Results of data analysis revealed that there were significant differences in the women's age and years of experience in the superintendency and how they perceived their uses of power. Interviews were conducted with nine of the women in the study and revealed that they believed their power increased when they shared or gave power away. Consistent with previous research, this study also found that women were hesitant and reluctant to speak about their power in their role as superintendents. (Contains 5 tables.)