Hispanic teachers are growing in number in public schools, especially in regions that have a heavy concentration of Hispanics. The majority of positions Hispanics occupy in public schools, however, are teaching positions, not leadership positions. The number of Hispanic women who achieve senior-level administrative positions, such as the superintendency, is disproportionate to the number of Hispanic women employed in these school systems (Quilantan 2002). How, then, can Hispanic women acquire the superintendency? How can they achieve success once they become superintendents? This article presents the results of a study of 11 Mexican-American superintendents in Texas and discusses challenges they encountered while acquiring and maintaining the superintendency.