This qualitative research explores the effects of a gendered educational organization on female leaders at the district office and building leadership level. In explaining the theoretical framework of gendered organizational structures, the literature review describes how inequitable access to power within education produces excessive challenges for females. The literature also details how normatively masculine traits (independent, decisive, competitive) are encouraged more often than normatively feminine traits (shy, sensitive, loyal, waning). The qualitative research involved fourteen 30-45 minute interviews with female educational leaders who held positions in either the secondary (middle or high school) or district level. Interviewees were asked to explain challenges that they faced as female educational leaders, how they define their leadership style, and how they describe the leadership style of those around them. Discussion of how these respondents' recollections fit into the makeup of the gendered educational organization then follows. The research project is then concluded to promote and connect this to areas of future consideration for educational leaders. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]