Reflections of a retiring superintendent on the role of the superintendency are presented in this paper, which is based on an autobiographical account. The author decided to become a superintendent to validate the hypothesis that a superintendent could function as an educational and instructional leader, rather than as only a manager. Areas in which he was unprepared for his job included dealing with teachers' unions and school boards; rewards were found in new program development and empowerment of teachers and administrators. Concerns about the future of education include the survival of public education in the United States, the tenure of superintendents, and community collaboration to address social problems. Nine recommendations for aspiring superintendents are listed, some of which include placing educational goals above managerial ones, building coalitions, and providing opportunities for professional growth. A superintendent preparation program at the University of Pittsburgh is described. (27 references) (LMI)