This paper describes a survey of 394 school principals on the East coast concerning their attitudes toward use of research information. A 15-item questionnaire was prepared to elicit responses reflecting the influence of centralization of authority, strength of knowledge base, alternative sources of information, demonstrated use of empirical information and valuation of empirical validation. Follow-up interviews were used to explain characteristics, background, and/or training of individuals that might be responsible for their variation in attitude toward empirical information. The results showed that interest in research information appears to be strongly related to personal characteristics, such as one's sense of personal efficacy. In addition, all principals in these interviews reflect a belief that scientific approaches are inappropriate when working with people. The paper concludes that training in the use of scientific rationale is necessary in leadership programs. (Author/LD)