This research study solicited the competencies that leaders self-identify as critical to their success within their current college and to the survival of two historically female-centric colleges. These two colleges made decisions that allowed them to continue to exist as colleges: albeit one female and one co-ed. There is relatively limited research on the competencies of leaders within those colleges that have historically focused exclusively on the education of women within a limited geographic area. This study is focused on comparing and contrasting the responses of the leaders within the two colleges. The research on the administrators in colleges who have moved from exclusively female to a blended population is more limited. The researcher conducted this qualitative study by gathering data through interviews with the leaders to capture the perceptions and beliefs of the participants. Those self-identified competencies that the leaders shared were examined by the researcher in order to assess similarities and differences in responses. As a result of this data collection and codification process, the researcher noted the following themes that emerged: (1) decision to work at respective college; (2) elements of change that impact the leader's role; (3) leader perceptions of key competencies required for success; (4) leader perceptions of how those competencies were developed; (5) leader perceptions on how higher education experience impacts success. The limitations of this study and the researcher's recommendations for future research on related topics are offered. [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.]