An emerging trend in the economically developing Arabian Gulf informs the premise of this study, which includes significant gains with respect to the education of girls and women coupled with lower rates of women's share pertaining to labor market participation (LMP). Currently, women comprise a much larger portion of students enrolled in tertiary-level education. While women's shares with regard to LMP might be equitable in a few fields, gender-atypical fields are yet to accomplish gender parity, especially in terms of senior-level leadership. The social construct concerning gender roles, socialized collectively as well as individually, exert an overarching influence on this problem. Women in the Arabian Gulf serve a variety of socialized functions while negotiating matters pertaining to their education and career advancement. These organizational contexts present challenges for women seeking positions in the senior-level leadership of firms. This exploratory case study sampled seven highly educated women business leaders to garner a better understanding of the way in which they have enacted and advanced their careers. The findings of this study suggest that possessing a strong sense of one's Self facilitates women to exercise self-authorship for establishing their own definitions of success. Consequently, they are better able to achieve satisfactory work-life balance and better ascertain their own definition of success. These women hold a strong value toward learning and perceive this value to be a means to enact agency. Such agentic actions further enable these women to capitalize on institutional agents, thereby enhancing their social capital to achieve career advancement.