This qualitative phenomenological study focused on the lived experiences of novice superintendents in Tennessee. Novice superintendents were operationally defined as superintendents within their first 3 years of performing the responsibilities and duties of the role. The researchers also examined the role the Tennessee Organization of School Superintendents (TOSS) performed in the participants' development into the superintendent role. To conceptualize lived experiences of novice superintendents, the researchers utilized a researcher-developed conceptual framework adapted from the McKinsey 7S Framework--which had previously been used to evaluate corporate executives--into the 5S Superintendent Framework. The researchers surveyed 22 novice superintendents using a questionnaire then conducted follow-up semi-structured 60-minute interviews with 15 participants. Data were coded using predetermined themes based on both the conceptual framework and the researchers' review of existing literature; data were also coded to determine any additional themes that emerged from the data. The findings were organized into the elements of the 5S Superintendent framework: shared values, skills, stakeholders, strategies, systems, and communication as an overarching element of the framework. There were also six emergent themes of money, relationships, politics, heavy workload, and TOSS strengths and growth opportunities. The research findings support that the role of superintendent is akin to that of a CEO and for novice superintendents a position that is wholly unique in the educational profession. [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.]