The purpose of this study was to examine the self-reported educational technology leadership proficiencies and level of importance of elementary principals and to use statistical analysis to determine the areas of professional development needs based on the International Society of Technology in Education (ISTE) National Educational Technology Standards for Administrators (NETS-A). Survey methodology was used to gather data from elementary principals from a suburban Texas school district. The survey was designed using the ISTE NETS-A standards and performance indicators. The results of the data analysis indicated that graduate technology courses and in-service workshops impacted elementary principals' self-reported proficiencies. However, neither graduate technology courses nor in-service workshops impacted the value that the elementary principals placed on educational technology leadership. The results of the study have significant implications for practice including university principal preparation programs, a new model for professional development in educational technology leadership, and state certification programs. There is a considerable amount of literature focused on job-embedded professional development for teachers, but there are gaps in the literature focusing on job-embedded professional development for 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.]