One principal's criterion for proper decision-making information may be much different from that of another. Information providers need to decide what constitutes relevant information when communicating to decision-makers. Fifty-three principals and 11 assistant principals were administered two indicator tests to investigate the relationship between Jungian-based cognitive styles and preferences in information types. The first test categorized participants into four decision-making styles: sensing/thinking (40.6 percent); sensing/feeling (26.6 percent); intuition/thinking (17.2 percent); and intuition feeling (15.6 percent). No clearly dominant information style preference emerged. Disseminators of information should provide a variety of styles and forms of information to schools. Three findings warrant future research: patternings of cognitive style and information preference; evidence that the thinking/feeling personality dimension exerts a strong influence on information preference; and test scenarios that elicited response patterns different from the norm suggest that context may have an influence on information preferences independent of cognitive style. Data are appended in 16 tables. (37 references) (EJS)