School leadership has always been a moral undertaking. Contemporary school leaders face complex ethical dilemmas every day. A limited amount of research exists to describe the extent to which school principals feel formally prepared to be ethical leaders. The purpose of this study was to identify the relationship between the self-identified leadership style of high school principals and their perceptions of ethics training received in educational administration preparation programs. Also, the study investigated how high school principals perceived the impact of their ethics training on their ethical focus. The study followed a mixed methodology design. A survey containing the Multifactor Leadership Questionnaire, School Leadership Self-Inventory, Standard V, and open-ended questions was used to describe leadership style, principal's perception of their ethics training in educational administration preparation programs, and the principal's perception of the impact of ethical training on their personal ethical focus. The target population for the study was high school principals serving public secondary schools in Pennsylvania. Surveys were collected, recorded and statistically analyzed using appropriate descriptive methods and non-parametric tests. Qualitative methods were used to categorize responses and develop unifying themes. The following findings of the study were reported: 1) Principal leadership style, and its attendant ethical focus, does not have a statistically significant impact on their perceptions of the ethics training received in an educational administration preparation program. 2) The effects of principals' ethics training on their present ethical focus were categorized as: no effect on present ethical focus, reaffirmed present ethical focus, and greatly affected ethical focus. 3) Variances in ethics curricula and pedagogy exist within differing educational administration preparation programs. 4) High school principals see personal ethics training as distinct from professional ethics training. The study design adds to the existing knowledge base. The focus on the perception of the school administrator receiving ethics training resulted in understandings that could prove valuable for educational administration preparation programs, the Pennsylvania Department of Education, and to current school administrators. Future research into the curriculum and pedagogy employed when providing ethics training in educational administration preparation programs may increase the job-related value of ethics training as perceived by school principals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]