This paper focuses on the results of a study examining the relationship among gender, leadership style and principal selection. A sample of 64 Arizona elementary teachers participated in the study. Key issues related to gender and leadership style were identified through a literature review, teacher ratings of four fictitious principals, coded comments, and survey results. Independent samples t tests on mean ratings were used to determine statistical significance. Teachers selected principals based on leadership style rather than gender; reform principal applicants were rated significantly higher than traditional principal applicants by all teacher respondents. Although not statistically significant, gender was associated to respondent selections. Female teachers rated a female reform principal higher than males, and male teachers rated a male reform principal higher than females. Male teachers rated a traditional female principal higher than they rated a traditional male principal, suggesting a gender interaction. (Contains 4 tables, 1 figure, and 1 note.)