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The purpose of this study was to describe deans' perspectives on the life and career relationships and experiences that were significant to them and that influenced them in the assumption of the dean's position. A developmental model guided this inquiry and was used to explain the development of these women's personal and professional identities. The study design was naturalistic. Data was collected by survey, life history interviews, and through document search of curriculum vitae. Field notes were recorded throughout the data collection period. Data were analyzed using Spradley's ethnographic analysis techniques consisting of domains, taxonomies, components, and themes. The study yielded the following themes: (1) a pattern of strong valuing by the participants of education and achievement; (2) a pattern of female relationships that provided the deans with role modeling of important leadership behaviors, support, encouragement, and information for making educational and career choices; (3) a pattern of early leadership behavior that included an enjoyment of, or a desire to be in charge. The conclusions of the study were: (1) the Erikson, Levinson Morgan, and Farber models were useful frameworks in studying these deans' life and career pathways; (2) people and relationships played an important role in the lives and the careers of the women studied; (3) the deans' early socialization experiences and relationships contributed to the development of leadership behaviors and positive ego development; (4) Through early family and educational experiences and relationships, the participants in this study developed strong values related to the importance of achievement and education.