Women seeking education administration careers in the 1980's will find their employment opportunities limited by declining enrollments and unenforced affirmative action programs. The informal networks and sponsoring mechanisms aiding men's career mobility are generally unavailable to women. Universities can play a key role in developing pools of well-qualified women and helping school districts maximize their utilization in administration. Instead, women (and minorities) comprise only a tiny percentage of administrative positions. This paper explores the problems encountered by female and male graduate students at one education administration program. A survey eliciting background information on status, goals, and university and life experiences was mailed to 258 students enrolled in the program between 1976 and 1980; the return rate was 70 percent. Findings show considerable sex differences among participants in this program. Women were older, had less financial support and lower positions and career goals, experienced sex discrimination, and were often divorced. By ignoring these differences, education administration programs are failing to meet their women students' training, support, and socialization needs. Results suggest that professionals, professors, and practitioners must examine further the university's role in training and supporting women. Included are 24 references. (MLH)