During the last several decades (1980-2010) education reform reports presented compelling arguments for redefining expectations for schooling, improving classroom instruction and student performance, and fundamentally altering the manner in which schools are structured, managed, and governed (Björk, 1996). As the school restructuring shifted in form and texture during the late 1980’s (Murphy, 1990), it was accompanied by a lack of role clarity and understanding about the characteristics of superintendents and their role in launching and sustaining district-wide reforms (Tyack, 1990; Bjork, Kowalski and Young, 2005). This situation was remedied by scholarly examinations of a wide spectrum of issues relating to school superintendents grounded in several ten-year studies published by The American Association of School Administrators (AASA) between 1990-2010 (Glass, 1990; Glass, Björk & Brunner, 2000; Kowalski, McCord, Peterson, Young and Ellerson, 2010). Findings from these studies enhanced our understanding of the characteristics and role of superintendents and their role in educational reform. Empirical data from the 2010 study are reported in areas including: demographic characteristics, how the perceive and enact their role configurations, career patterns, tenure, turnover and attrition, school board relationships, and superintendents' opinions on important problems facing them in 2010.