This paper examines the responses of men and women in the Israeli educational system toward the rapid feminization of school administration. Two theoretical perspectives--the "enlightened" approach and conflict theory--provide a framework for understanding the responses. Data were obtained from the responses to a questionnaire of 156 graduates of several degree and diploma courses in educational administration. Findings support the conflict approach, which states that gender and gender-associated interests have a stronger influence on attitudes toward the process of feminization than do education, position, or educational values. Men perceived feminization as a threat to their occupation more than women did. Men also described themselves as gatekeepers protecting the status of their profession from depreciation; they were less supportive than women of equal employment opportunities. Although women also reported feeling threatened by feminization of educational administration, they were much more supportive of equal occupational opportunities in school administration, especially if they were administrators themselves. Finally, as predicted by the "enlightened" approach, education had a moderating influence on the perception of feminization as a threat. Four tables are included. (LMI)