Among the 1,000 females who lead school districts in the United States, some 25 to 30 are Hispanic. Ways in which Hispanic females are sought and selected for the superintendency of a district are explored in this paper. The report is based on an analysis of 12 Hispanic female superintendents and how they were hired. Two of the women in the sample administered small rural school districts where they were not only qualified, but as one stated, the match between them and the district was "natural." The remaining 10 were appointed to school districts undergoing dramatic changes, such as consolidation; bankruptcy; constant administrative turnover; and urban, demographic, and economic changes. Two districts featured severe poverty and enormous wealth, with the common factors in all the districts being the large proportion of Hispanic students and families. All but two of the superintendents were from suburban and urban areas, and their social and political skills were lodged in suburban and urban values and norms. The most successful superintendents had developed the personal connections necessary for support, and they understood the interdependence between symbolic and professional expectations. Vulnerable superintendents lacked both personal support and the experience necessary to integrate symbolic, professional, and political skills. (RJM)