The purpose of this qualitative multi-case study was to examine the career pathways experienced by 10 women superintendents in the state of Arizona, the barriers they encountered along the way, and the strategies they used overcome them. To learn about women superintendents' experiences from their perspective, the researcher relied on the feminist perspective, intersectionality, and the leadership labyrinth framework as lenses for understanding the experiences of current women superintendents in Arizona. Multiple data sources for this qualitative multi-case study included resumes, interviews, and questionnaires. Findings from this study revealed several career pathways to the superintendency including the elementary and middle school principalship, the assistant superintendency, as well as other district level positions. Participants identified several barriers on their career paths; however, the barriers did not prevent them from ascending to the position of superintendent. Barriers encountered included gender bias, work-life balance, perceived readiness for the position, lack of support from colleagues, and racial or ethnic bias. Participants noted that the support and encouragement of informal mentors heavily influenced their career path trajectory to the superintendency while acknowledging the absence of formal mentors. Mentors provided role playing practice and other means of helping participants prepare for the role of superintendent. Although not necessarily used as a strategy to ascend to the superintendency, participants indicated the use of networking as a strategy to connect with other educational leaders and enhance their professional knowledge. [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.]