Superintendents of schools face increased leadership demands from diverse constituents, challenges due to current conditions, and opportunities posed by evolving trends and reforms. Superintendents are in the key position to make systemic school improvements a major priority, to allocate resources to promote their progress and importance, and to direct and support what principals need to do to keep instructional leadership at the top of their agendas. To better fulfill such responsibilities, superintendents must purposefully choose to stay current with existing demands and to address future needs. This article presents the results of a preliminary study on superintendents' self-identification of professional development needs based on recognized leadership standards and their preferences for professional development delivery methods. (Contains 5 tables and 3 footnotes.)