Though women constitute the majority of the teacher workforce, historically, they have been underrepresented in the school superintendency. And although California boasts higher percentages of female superintendents than the national average, a discrepancy clearly continues to exist. This study investigated female school superintendents' common characteristics and leadership styles; perceptions about barriers they faced as they attempted to attain the superintendency; and the impact, if any, of mentor relationships on their careers in an attempt to identify possible causes of the disproportionate numbers of women in the superintendency. The methodology for this study involved a mixed-method design. The data collected for the study were quantitative and qualitative in nature. Surveys were mailed to 35 female superintendents in California, with a return rate of 71%. From those surveys returned, purposeful sampling was employed to select five female superintendents for one on one interviews. Key findings of female superintendents in this study include the following: (1) women follow similar career paths on the road to the superintendency; (2) barriers identified were demands of family, societal socialization of "proper" roles for men and women, gender bias/discrimination in the screening and selection process, and exclusion from the "Good Ol' Boy Network"; and (3) mentor relationships significantly impacted careers of female superintendents. Implications of the research and recommendations for future research are included. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]