In Sweden, the local schoolboard has the ultimate responsibility for school quality and student knowledge development, and is held responsible if the expected outcomes are not met. Assisting the board is the superintendent who is the Chief Executive Officer. The aim of the study is to investigate the board's relation to and expectations of the superintendent, and this article is a result of a national investigation in which all schoolboard chairs were surveyed. Two main questions were addressed: 1) what expectations does the local schoolboard have of the superintendent, both in general and in relation to student achievements and 2) which tasks are the superintendents expected to prioritise in carrying out their work? Data have been collected through a web-based survey using both structured and open-ended questions. The results show that the schoolboards' strongest expectations placed on superintendents are to execute the leadership mission followed by managing the organisation within allocated budget frames. Responsibilities for academic outcomes have a lower ranking. Superintendents have many opportunities to influence the schoolboards' decisions and thereby affect which goals they should prioritise in the local school organisation. The superintendent is an invisible ruler who in the chain of governance occupies the best position to influence both the schoolboard's acting policy and the schools' acting practice. By being aware of the existing asymmetric distribution of power, the schoolboard has the opportunity to exercise control over its official whose legal responsibility is to assist its members in their decision makings.