In K-12 public school districts, females are not dominant in educational leadership positions. Females continue to be underrepresented in the positions that pay more and have the greatest impact on students' education. Despite some females pursuing and attaining credentials for leadership, they encounter obstacles along the path to leadership. Interviews were virtually conducted to explore those obstacles with female leaders, such as principals, assistant principals, directors, assistant superintendents, and superintendents. The criteria to participate were for females currently in public school district leadership roles with postgraduate degrees. Participation was voluntary, with 17 total participants. This research examined the perceived challenges females faced in their pursuits to lead in different positions within public school districts. The barriers and challenges addressed the need for mentoring program implementation, a clear path to ascend into leadership roles, and action steps to help females achieve their leadership goals. The findings revealed some factors that served as obstacles for females currently in leadership roles. Several common themes included internal and external struggles, gender gaps, and district politics. This study revealed that females who want to be in educational leadership should seek mentors within the field, professional development opportunities, and opportunities to network. Female participants who had achieved leadership roles recommended these steps to help other females succeed. [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.]