This paper presents findings of a case study that explored the experiences of a beginning superintendent. The data were collected during the 1992-93 school year through telephone interviews, a site visit, document analysis, and personal conversations with the female superintendent of a K-8 city district in the southwestern United States. During her successful first year, the superintendent: (1) developed an informal entry plan prior to her actual starting date; (2) dealt with early personnel issues in a decisive, positive manner; (3) controlled rumors; (4) communicated to teachers and the community the message that all children need the opportunity to learn in a proper learning environment; (5) conducted a needs assessment review; (6) focused attention on three important needs--student instruction, intradistrict communication, and improved facilities; and (7) garnered support from the administrative staff. She reported that her formal administrator preparation did little to prepare her for the position. She recommended that administrator education programs include courses on group dynamics, consensus building, and theory-practice simulations. (LMI)