This thesis explores the idea that aspirants in the field of educational administration, particularly females, may be remiss in assessing both the capabilities they bring to the field and their individual chances of finding work there. Perceptions of the subjects were studied via survey research in three main areas: graduate school experiences, career building issues, and experiences within the field. Results showed that some women perceive they may not receive the same kind of encouragement in graduate school that male students enjoy and also believe they lack access to the kinds of financing men in administration fields receive. As for career building issues, women look to family members as role models in childhood, perceive themselves as receiving less career counseling, suspect they do not have the same kinds of degrees that men do, perceive a lack of mentors for themselves, and believe they experience career interruptions more often than men. The major barriers women experience in the field include sex role stereotyping, socialization, and sex discrimination. The paper closes by advocating that women pursuing careers in educational administration be encouraged to realistically assess their skills as well as their chances of finding positions within the field. (Author/LD)