Findings from a study investigating and comparing differences in problem-solving approaches between novice and expert elementary school principals are reported in this paper, which focuses on the interview phase of the data collection process. Interview questions were designed to explore and compare the ways in which principals perceived administrative problems. Three groups of 8 principals classified by experience level--rookie, seasoned, and veteran--were interviewed, a total of 24 participants. Twenty different administrative problems were identified, which were categorized as routine administrative procedures, walk-in student/teacher/parent concerns, other walk-in problems, and long-range projects. No significant relationship was found between level of experience and perceptions of problem solving. The more effective problem solvers were more involved in large-scale school projects, suggesting that the ability to detect need and transform problems into projects is an administrative asset. Three tables and two figures are included. (2 references) (LMI)