This study examined the role of Wisconsin superintendents in the professional development of school boards as related to Eadie's (2009) keys to high-impact governing. The quantitative, descriptive study surveyed 129 Wisconsin superintendents on their perceptions of their roles and responsibilities regarding school board professional development. Findings revealed that participants perceived school board members did not place a high priority on their professional development nor have expectations for regular professional development. Participants also reported that they held responsibility for encouraging school board members to participate in professional development. A conclusion was that superintendents need to support professional development for school board members. Recommendations include further research on school board development to improve board governance and superintendent effectiveness. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]