Reports in the media on American public schools are pretty dismal. Accountability measures enacted with the passing of the No Child Left Behind Law of 2002 include federal and state sanctions for school districts not making adequate yearly progress on state assessments. Typically these results are published locally, which only increases the perception that many American schools are failing to prepare students for the future. Often educators and in particular school leaders are scapegoated in the absence of any other solutions to educate American youth. Marzano and Waters (2009) provide more promising evidence related to American schools. Their meta-analysis, which sought to uncover deeper understandings of the underlying relationships between district leadership and student achievement revealed, "when district leaders are carrying out their leadership responsibilities effectively, student achievement across the district is positively affected" (p. 5). "The accountability movement has put school boards in a new, unfamiliar environment" (Marzano & Waters, 2009, p. 77). Historically, school boards have not focused to any great extent upon student achievement. This study sought the perceptions of sitting school board presidents of expectations for their superintendent. Findings of the study reveal these school board presidents fully support ISLLC and ELCC standards, which provide the foundation for superintendent preparation programs. Female board presidents' perceptions of the importance of several factors were stronger than their male counterparts.