To understand how superintendent behavior meets students' instructional needs in classrooms in the districts they lead, the Interstate School Leaders Licensure Consortium (ISLLC) crafted six standards that are used in higher education for the preparation of effective educational leaders. This research extends on the work of Decman et al. (2010) which explored ISLLC Standard One and superintendent perceptions and practices; however, this work focuses on the Educational Leadership Constituents Council (ELCC) standards. ELCC Standard Three specifically addresses organizational management and operations and the coordination of organizational resources for the purpose of creating and sustaining an environment that contributes to increasing levels of student academic achievement. A brief literature review examined key components of the ELCC Standard Three and superintendent practice; and, from this review, three research questions were generated. The research questions were probed using an interview protocol in which the interviewers elicited responses to address each research question. The research questions which emerged from the review of the literature included: (1) In which processes and activities do practicing superintendents engage for the purpose of ensuring that fiscal resources of the district are managed responsibly, efficiently, and effectively? (2) How do practicing superintendents employ group-process and consensus-building skills to involve stakeholders in decision-making? and (3) How do practicing superintendents recognize and study emerging trends and facilitate and engage in processes that support continuous improvement in the school districts they lead? The 18 subjects for the interviews were practicing superintendents in the Houston, Texas area. The individual interviews were recorded, transcribed, coded and prepared for analysis. If school districts are to rise to the challenge articulated in ELCC Standard Three, any decisions made must be made with an understanding of how those decisions affect students (Crampton et al., 2004), inclusive of many and varied stakeholders during all stages of implementation (Education Writers Association, 2003), and made through a consistent and guiding strategic framework of organizational values, mission and vision (Jenkins, 2007). Politics will inevitably influence a district's leadership because so many are affected by the decisions and direction of a school district; consequently, superintendents must be effective in building relationships with the community. Those interviewed seemed to believe that these politics can be navigated successfully. In short, the conclusion of these researchers is that practicing superintendents in the greater Houston area believe the call of ELCC Standard Three can be answered successfully if district leaders allow the preceding concepts to inform and guide their decision making.