The superintendent is the highest ranking administrator in a school district (Katz, 2005). Despite increasing trends of women advancing in the fields of business and government, the superintendent position in school districts still has relatively few women (Brunner & Grogan, 2007; Dana & Bourisaw, 2006; Glass, 2000; Grogan & Brunner, 2005; Katz, 2004; Keller, 1999; Kowalski & Stouder, 1999). Grogan and Brunner (2005) determined that 18% of the nation's school districts were led by women. This limited percentage of women in the superintendent position is further questioned as the majority of educators are women and it is from this pool of people from which superintendents are primarily selected (Keller, 1999; Skrla, 2000a; Skrla, 2000b). The purpose of this study was to add to the literature focusing on the characteristics and perceptions of women superintendents through a feminist research construct to determine why there are still few women superintendents and establish recommendations for women aspiring to the top administrative school district positions.