This study explored factors that encouraged female teachers to become principals in Catholic composite and secondary schools in Western Australia. Composite schools include both primary and secondary students. The study used a constructivist paradigm, specifically that of interpretivism and employed a symbolic interactionist perspective to explore participant experiences. The method for the study was an instrumental case study. Data were collected through in-depth, semi-structured interviews with 14 female principals as well as the use of researcher field notes. The results indicate the importance of support from key administrators during their early years of teaching, particularly their principal and the influence of people such as colleagues or friends. Parents were a significant influence on the lives of the female participants and the way they valued themselves. The female principals were also motivated to undertake principalship by their passion for education and the desire to improve students' progress and learning.