The purpose of this study was to describe the theories of action, strategic objectives, and strategic initiatives of school systems led by female county superintendents in California and examine their impact on improving system outcomes. Additionally, the factors influencing theory of action, strategic objective, and initiative development were investigated. The research design was a qualitative, descriptive case study. The specific subjects of interest were six female county superintendents representing various regions in California: coastal, mountain, and central valley, and the unit of analysis was the theories of action, strategic objectives and strategic initiatives these leaders are using to move their organization from current state to a desired future. Qualitative data served as the source of information for this case study. Individual in-depth, in-person interviews, a written open-ended survey, and a strategic plan matrix were the instruments used. The resulting themes provided valuable insights into the theories of action, strategic objectives, and strategic initiatives focused on transforming county education organizations to a desired future state. Three primary themes emerged relative to theories of actions: create and maintain both internal and external collaborative relationships and partnerships, use technology to be innovative, and provide professional development. Six themes emerged regarding focuses of the strategic objectives/initiatives: (a) collaborate, coordinate programs, and build meaningful partnerships; (b) communicate county services provided; (c) provide quality preschool; (d) build capacity in the organization through staff development; (e) recruit, hire and retain high quality employees; and (f) increase the use of technology to be innovative. The primary factors identified as influencing theory of action and initiative development included core values; vision of the organization; commitment to provide services to the community; importance of a collaborative culture; personal education and upbringing; new state policies, direction, and mandates; new expectations for student assessment; and an acknowledged need. [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.]