Male superintendents predominantly hold superintendency in K-12 public school districts in the southern United States. The research problem was the underrepresentation of female superintendents in K-12 public school districts. The purpose of this qualitative study was to explore how female superintendents perceive the underrepresentation of females holding superintendent positions and recommendations on how to secure the position in K-12 public school districts. The conceptual framework was the congruity theory of Eagly and Karau, which posits that aspiring female K-12 school principals willing to serve the school districts in the role of superintendent are perceived as less suitable for leadership positions due to prejudice. For this basic qualitative design, semistructured interviews with 10 female superintendents who met the selection criteria for being in the role for 3 years and were state-certified as superintendents were conducted. Interview data were analyzed using thematic analysis, uncovering key themes: the gender gap in leadership roles for female superintendents, stereotypes that hinder career advancement, and the need for mentoring from senior district administrators. These insights can guide aspiring female superintendents in their pursuit of leadership roles, ultimately fostering greater gender equity, enhancing diverse leadership representation, and driving positive social change in schools and society. [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.]