The existing gap between females in the field of education and those in the highest levels of leadership persists, with women only making up 27% of the superintendency nationally. This study, informed by Tallerico's (2000a) conceptual framework, sought to determine how one's own individual agency, educational structures (like sponsorship), and the broader sociocultural context impacted a woman's decision to take on the role of superintendent. This phenomenological qualitative study intended to understand the interrelationship of social and political influences that shaped women's access to the superintendency, along with the role of intentional support systems like sponsorship, through semi-structured interviews. With the administrative shortage due to resignations and retirements following the COVID-19 pandemic, there was a need more than ever for school districts and states to address the disproportionate number of women in the superintendency. The hope was that this study would provide school districts and professional organizations with approaches to intentional support for women aspiring to the superintendency. In addition, this study aimed to help individual women understand the complex dynamics at play in accessing the superintendency while identifying areas of their own agency that could directly impact their ascension to the superintendency. Ultimately, the goal of this study was to close the gender gaps that existed for women in the superintendency. [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.]