Women are under-represented in educational research and are much less likely to hold administrative positions than are men. This study, using the Liberal Feminist Theory and Structural Barrier Theory, proffers possible explanations for this phenomenon. Four women leaders were interviewed to gain insight into their instructional leadership capacity. Each woman's case was analyzed in light of research on leadership behaviors that are significantly associated with student achievement. There is relevance to my study due to the triangulation of data. These leadership behaviors, referred to as balanced leadership frameworks, were displayed in each of the four female administrators in my research. My qualitative study suggests that women can be effective instructional leaders if given the opportunity. [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.]