This study is part of a limited but growing body of research that examines and describes the social side of public school administration. Most training programs that prepare public school administrators are highly effective with regard to providing students the theoretical foundation that surrounds administrative roles. But as the literature illustrates there is a gap between theory and practice. This autoethnographical dissertation addresses this gap by providing an analytical description what individuals do when acting as a public school administrator. Specifically, this study follows my transition into an assistant principalship and how I was socialized into the role. [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.]