The role of the principal during the past two decades can be addressed by looking at the major developments of the era as they influenced the evolution of the principal's role. Fundamental changes in school structure were popularized during the expansionist period of the late 1950s and 1960s. Principals had to be agents of change. Then, a note of pessimism began to invade the optimism of the period. Reaction to the Coleman (1966) and Jensen (1969) studies, along with Vietnam and the student uprisings, symbolized the erosion of the great hopes of the period. However, further research suggests that schools can make a difference. Specific attitudes and behaviors of the principal that can be linked to success in the next decade emerge from a series of interviews and observations of successful principals in Detroit (Michigan). Successful principals have a positive self-image; like being a principal; communicate a sense of optimism to every child and teacher; have a clearly defined sense of mission and purpose; survey their resourcs and utilize every penny available; and foster ownership and pride in the school by its students, staff, and neighborhood. (Author/MLF)