There has been an abundance of research documenting perceived deficiencies in traditional principal preparation programs, but little field data have been collected. As such, the authors of this study sought to assess the satisfaction of practitioners, high school principals, with their preparation programs. Questionnaires were received from 374 participants located at schools within four southeastern states. Using descriptive and inferential statistics, data were generated and analyzed illustrating frequency of response, means, and standard deviation from 13 key questions relating to the principalship. Findings included apparent content with preparation programs in all areas of responsibility identified with the exception of preparation for addressing the needs of special populations. These findings could be of importance to universities as they reorganize principal preparation curriculum to be more connected to K-12 issues. (Contains 6 tables and 1 figure.)