This study examined the impact of an informal co-mentoring network on the female mid-level leaders in independent schools. The sample was composed of mid-level female administrators in National Association of Independent Schools (NAIS) and California Association of Independent Schools (CAIS) accredited independent schools. An increased understanding of support for female administrators is needed to overcome second-generation gender bias and pursuing higher leadership roles in independent schools has implications for both NAIS and CAIS. Qualitative phenomenological research design was applied to study ways participants say an informal co-mentoring network impacts perceptions of their leadership trajectory, if an informal mentoring network addresses and overcomes second-generation gender bias, and the processes, materials, and discussions through which mid-level female leaders in independent schools co-mentor each other in an informal co-mentoring network to overcome second-generation bias. Once data was collected and triangulated, four themes and four findings were identified. The first theme is: Non-Linear Career Trajectory, the second is Professional Development Through Relationship Building, the third is Confidence, Support and Self-Efficacy and the fourth is Intersectional Identity. Each theme is expanded through four findings that delve more deeply into the experiences of mid-level female leaders in independent schools. The first finding suggests that each of the nine participants arrived at where they are in their career as a mid-level leader through a non-linear trajectory. These women could all name the direct impact WLA had on their career trajectory, and sharing their stories impacted participants. The second finding was that WLA is a place to develop friendships and bonds that develop over time, irrespective of distance or changing group composition, and that WLA meets participants where they are in their leadership journey. A third finding was that the confidence built in the supportive space devoid of competition leads to a sense of self-efficacy for the mid-level leaders who participated in WLA. The final finding was that to meet the needs of female leaders the intersectionality of identity needs to be explicitly addressed. The findings from this study add to the growing literature on the development and career trajectory of mid-career female education leaders, and the findings point to several recommendations for practice for independent schools seeking to improve the leadership opportunities and environments for women. [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.]