The process by which women successfully attained male-dominated administrative line positions as high school principals and superintendents and their perceptions of the process are examined in this descriptive study. The qualitative, inductive analysis is based on indepth interviews with 17 women principals and superintendents. Findings indicate two patterns of perceptions with different behavioral consequences: (1) "Work hard, be loyal and you will be rewarded"; and (2) "Work hard, work smart and make it happen". The perceptions held by each group had different behavioral consequences, especially for their interactions with men, views of gender discrimination, and advocacy of other females. Women in the first group (10) generally refrained from active female advocacy, discounted the presence of sex discrimination, and did not initially seek administrative careers. The second group (seven) tended to vigorously advocate other females, recognized gender discrimination, and initially aspired to careers in educational administration. Women striving to administrative positions decry the perceived lack of mutual female support. Given the larger number of women who hold the first viewpoint, their perceptions may not be surprising. (25 references) (LMI)