The role of superintendent of schools has become a hotbed of political focus in recent years. No longer is it sufficient for the designated leader of a school district to be an accomplished educator and respected person. In a climate of high expectations and blame placing, superintendents are expected to be all things to all populations. From adept politicians to visionaries, superintendents are asked to quell the confusion of the here-and-now, while focusing on a future vision of sweeping success for all. Further, school leaders are expected to perform these functions in the context of institutional hierarchies that allow blame for failure to be placed squarely at the doorstep of the superintendent's office. In short, the role of the superintendent is at once complex, difficult, and fraught with potential for failure. The purpose of this article is to examine the personal traits of superintendents recognized by American Association of School Administrators (AASA). (Contains 2 tables.)