This qualitative multi-site case study examines Kentucky's female superintendents: their professional work, identity, and entry to the role. Data sources were extensive interviews from twelve districts--superintendents, central office administrators, and school board members, plus questionnaires and district documents. Results revealed a web-like organizational structure with collegial, caring empowerment from the center. A child-centered vision of increasing achievement for all students guided their instructional leadership. Generalizability regarding feminine leadership theory is extended to Kentucky, a rural traditional state with comprehensive reform and high-stakes accountability. The feminine style of these superintendents parallels studies of effective district-level instructional leadership.