The assistant principalship may not be the most productive ground for future principals. Assistant principals have traditionally been disciplinarians or building managers isolated from the realities of the principalship and the school's instructional program. Some researchers have advocated dividing the assistant principalship into two roles: one for aspirants to the principal's position and the other for "career" assistant principals intending to remain in that position. Many superintendents are concerned about some assistant principals' lack of readiness to become principals, either through their own failure or the system's failure to train them properly. Some school systems have collaborated with university departments of educational administration to provide "remedial" assistance to a group of assistant principals desiring promotion to the principalship. The remediation program described in this paper consists of extensive classroom training and on-the-job analysis. Regular and clinical professors instruct participants in various educational administration components and then monitor assistant principals as they implement training on the job. The monitor maintains exhaustive records on the participants' behavior and conducts followup sessions. Preliminary results indicate that the program is having a positive effect; the final evaluation will come when assistant principals are either selected or passed over for promotion. (9 references) (MLH)