Despite passage of affirmative-action legislation in the United States, the percentage of women school superintendents has increased at a very slow pace. This paper identifies the major challenges faced by four female entry-level superintendents and the strategies they used to deal with them. Data were collected during a group interview with the four superintendents at the end of their first year on the job. All had entered new school districts after gaining experience as assistant superintendents. The superintendents, three white and one African-American, utilized some similar strategies to handle issues. During their first year on the job, the women: (1) learned to recognize and accept politics as a reality; (2) entered the job with a formal entry plan and later developed a district plan; (3) engaged in learning and open communication with all stakeholders; (4) studied past practices; (5) practiced creative problem solving rather than confrontation; (6) protected their personal/family time; and (7) educated and provided information to the school board. (Contains 17 references.) (LMI)