Purpose: This study examines how women principals authored reforms in their schools and the resources and multifaceted identities they drew upon to navigate change. Design/methodology/approach: Using life history methods, this paper examines data from 20 semi-structured interviews conducted during 2022-2023 with 10 women public school principals from the United States. Analysis focused on understanding significant events in principals' professional lives and educational reform. Findings: The principals authored, reauthored and coauthored reforms in different ways and for varied purposes. They authored reforms, pioneering initiatives to meet their students' needs; reauthored reforms by shaping reform narratives to fit their values and those of their schools and coauthored reforms by working collaboratively with stakeholders to advance initiatives. The principals negotiated multiple demands by drawing on their multifaceted and intersectional identities as resources. Their identities interacted in varied ways with their work contexts and their engagement with reforms. Research limitations/implications: Life history methods provide a way to understand the co-construction of reform, leadership practice and principals' holistic selves. Examining principals' experiences has important implications for reform and the development of support systems for leaders. This is especially important given the need to attract and retain principals into the profession. Originality/value: This study provides a window into the professional lives of women principals and contributes to the knowledge base on the modern principalship, considering principals' identities, relationships and the broader communities in which they are situated.