Superintendents from eight southeastern United States school districts self-described their leadership styles across the choices of autocratic, laissez-faire, democratic, situational, servant, or transformational. When faced with this array of choices, the superintendents chose with arguable equitableness, indicating that successful leaders can display any of these styles. Their choices, however, seem unrelated to any discernible personal, professional, or district demographic variable. The authors propose that, regardless of leadership style, authenticity within the style may be needed for effectiveness. They discuss the implications for this in terms of professional preparation programs, administrative careers, and selection, professional development, and assessment processes for governing boards. (Contains 1 table, 2 figures, and 1 note.)