Idaho's public school district leadership has a gender gap; men outnumber women nearly three to one in the superintendency. The purpose of this study was to explore gender-specific mentoring availability and influence upon female administrators, specifically superintendents, in the state of Idaho. Using a modified version of grounded theory, specifically incorporating constructivist and informed iterations, (Chun Tie et al., 2019; Crotty, 1998; Thornberg, 2012) a theoretical account emerged which explores the perceptions and utility of mentoring, and other induction services experienced by women serving as superintendents in Idaho. The study answers the following research questions: (1) What is the experience of female superintendents who have had mentors; (2) To what degree are perceptions about mentoring experiences attributable to gender pairings (same gender, mixed gender); (3) How do different experiences influence perceptions of mentoring efficacy; and (4) Does mentoring help female administrators navigate modern expectations of school leadership and leadership styles? Seven female superintendents currently serving in the state of Idaho participated in semi-formal interviews. The data reveal elements of successful mentoring, which include: time, structure, trusting relationships, and an appropriate mentor/protege match. [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.]