With two-thirds of new leaders being women, it is becoming clearer that the face of our educational organizations is changing in symbolic and substantive ways. Some scholars have argued that every dimension of organizational leadership, including decision making, can be categorized as a masculine or feminine approach. Additionally, each decision made by school leaders, whether masculine or feminine, has an observable consequence. The purpose of this study was to identify and explore current school leadership decision-making approaches and whether they can be defined as masculine, feminine, or multidimensional.