Female superintendents across the nation comprise approximately 27% of the population (Finnan et al., 2015), while female teachers account for approximately 75% of the population (Robinson et al., 2017). In Ohio, the gender gap between male and female superintendents is more pronounced with 16.8% of superintendents identifying as female at the time of this survey (Buckeye Association of School Administrator, 2020). Research has shown that superintendent responsibilities have shifted from a managerial focus to a focus on curriculum and instruction (Kowalski et al., 2010; Leithwood et al., 2013; Maeroff, 2010). This study sought to further explore the gendered difference of superintendents by exploring the instructional competencies needed to be a superintendent in the 21st century as well as the pathway taken to the position. This mixed methods study used an electronic survey with quantitative questions as well as qualitative open-response questions. Findings revealed that there is a gendered difference in superintendent competencies, and females rate themselves higher in the curriculum and instruction competencies of the NELP standards. In Ohio, there is also a gendered pathway to the superintendency, and females were more likely to hold positions that provide background and experience in curriculum and instruction responsibilities. This research provides evidence to support that females have the background to be strong curricular superintendents that can directly impact both district and student success. [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.]