Scope and Method of Study: The purpose of this study was to identify the factors influencing females' access to the Oklahoma secondary school principalship. Although in the United States federal laws and policies are in place to promote equity, research indicates females are underrepresented in secondary school administration. Regardless of equity legislation dating back five decades and the increasing numbers of females receiving advanced degrees, females are not transitioning from educational leadership programs to secondary principal positions. The numbers of men and women who hold secondary school administration positions continue to be disproportionate to their numbers in the teaching profession. This research was a qualitative case study guided by Standpoint Theory and influenced by Appreciative Inquiry (AI). Participants in the study were four female, first-time principals employed at Oklahoma high schools. Findings and Conclusions: Standpoint theory indicates that perspectives from the lives of the less powerful can provide a more objective view than can perspectives from the lives of the more powerful. Three standpoints emerged from the interview transcripts. Each of the participants was nurtured through the process of transitioning from classroom teacher to administrator, especially by males in superior positions. The nurturers were mentors, parents, co-workers, long-time friends, principals, and superintendents. The data suggest there was a prevalence of male sponsors who encouraged these participants. All of the participants had a strong emotional investment in their schools and communities where they became principal. This study concludes that having a strong support system is essential for aspiring female principals and recommends strengthening networks and seeking out mentors. Additionally, time accommodations for family responsibilities can increase job preparedness if time was used to earn advanced degrees and reinforce administrative skills. Finally, accepting lower-level administrative positions may be an essential starting point for aspiring female principals. Aspiring female principals should gain administrative skills through internships, assistant principal positions, and administrative positions in lower grades. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]