This article presents and analyzes the findings of two recent studies related to female school superintendents and their respective experiences with the "professional victim syndrome" and the consequences of their career decisions. Those findings are synthesized with research and literature related to leadership skills and dispositions to identify conceptual patterns of significance for current and aspiring female superintendents. The strategies utilized by female superintendents to cope with the trials and tribulations of contemporary educational leadership as reported in both studies are also reviewed. Suggestions for leadership preparation programs are recommended to promote greater personal and professional success in the superintendency. (Contains 2 figures and 4 tables.)