Women who work outside the home have two jobs: their workplace responsibilities and their home duties. Like working mothers in other fields, school administrators have the challenge of negotiating their rigorous jobs, often while running a household. The purpose of this study was to examine the experiences of female school administrators who are mothers of infant, toddler and preschool children in an effort to understand how they balance their roles, how they manage the challenges they face, how they negotiate their dual roles, and the strategies they use to cope with the demands of being a mother and a school leader. This study used qualitative methods; three interviews and a focus group were conducted with six participants, who were working mothers and school leaders. Through this inquiry the researcher found that school leaders who are mothers use a combination of internal and external support systems to balance and accommodate the demands of both of their roles. Another finding was that there are strategies essential to the success of accommodating the two roles emerged. Role confusion and integration, and the definition and meaning of leadership were also themes that the study brought to light. The findings imply that this topic is worthy of further examination and that it is a multifaceted issue which is important. The findings have definite implications for practice for women who are school leaders who are mothers. The findings offered have implications for school districts, all administrators, all women, and all parents. [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.]