This article maps the content and quantity of tacit knowledge of a sample o
f Ohio public school superintendents. Tacit knowledge of the superintendent
s was collected via interviews using a combination of critical incident and
Sense-making methodologies to elicit examples of tacit knowledge acquired
during their careers. The examples were culled and coded into antecedent an
d consequent behaviors, and hierarchical cluster analysis was performed usi
ng the 469 tacit knowledge items generated across the participants. A total
of 21 categories describe the tacit knowledge of the entire superintendent
group. Finally, differences in categories and amounts of tacit knowledge w
ere found between "reputationally successful" and "typical" superintendents
.