Current research on educational leadership indicates that women in various school management levels face numerous challenges in fulfilling their duties. Departmental heads, occupying the third tier in school leadership hierarchies, often experience significant difficulties in their role as curriculum managers. This paper presents findings from a broader Women in Research-funded project titled "Women in Leadership and Management," which examined the challenges faced by departmental heads in relation to their gender identity. Grounded in role congruity theory and utilizing phenomenology as the research approach, data were gathered from four departmental heads across selected schools in Durban, KwaZulu-Natal, South Africa. Thematic analysis revealed several persistent challenges: neglect from senior leadership, limited support from various stakeholders, excessive workloads resulting in low morale, and ambiguity regarding their leadership responsibilities. These issues suggest systemic gaps in leadership structures that fail to provide the necessary guidance and resources for departmental heads. The study underscores the importance of establishing clear role definitions and expectations, informed by policy and consistently implemented by school management teams. Furthermore, it highlights the need for targeted support systems to empower female departmental heads, enabling them to thrive and contribute meaningfully within their leadership roles.