This study explored the perspectives of 350 California superintendents from various-sized school districts in relation to their ability to support student learning while addressing the numerous and complex personnel, social, and economic challenges faced by schools. Specifically, this study investigated the attitudes and opinions of district leaders regarding the numerous professional challenges with which they are confronted--declining enrollment, increases in English-learner populations, collective bargaining, reduced revenues, school board activism, high expectations of accountability and academic achievement--and the resulting influence of these factors on the professional work, attention, and leadership of district leaders. Results suggest that district leaders attribute state and federal mandates and budgetary instability as the most serious challenges to their efforts of focusing adequate attention and resources on student achievement and the professional development of faculty and administrators. Interpersonal relations were revealed as the prominent factor in the superintendent's ability to effectively address his or her role and duties as district leader. Participants recognized the importance of interpersonal behavior and its effect on organizational development and systemic thinking. (Contains 1 note and 8 tables.)