The problem addressed in this topic of study was that of identifying the inservice training needs of 26 administrators in the Glendale (Arizona) Elementary District and ranking those needs in order of importance. It was assumed that by ranking topic areas according to the number and percentage of responses a priority list of inservice training needs could be determined. The priority list then could serve as a guide to the implementation of an inservice program. An analysis of the data suggests that there is a definite need for training in each of the 17 topic areas. However, the data did provide information that can serve as a guide to establishing training priorities. Additional conclusions that can be drawn from the data suggest that preservice training may not provide elementary administrators with the skills necessary to address contemporary issues or to meet contemporary administrative evaluation procedures and that future needs assessments should contain specific areas of need rather than general topic areas and should be designed to address each administrative position being surveyed. (Author/IRT)