The perception that superintendency is a difficult role to assume is reflective of the general feeling that the job of school superintendent is filled with external pressures often played out in the arena of public criticism. Considering that understanding the role of motivators and inhibitors in superintendency is important, this article examines practicing superintendents' perceptions of the importance of motivators and inhibitors that contribute to their decision to stay in the superintendency. Accounts detailing the results of the study are presented. (Contains 2 tables.)