This study identifies the factors leading to the socialization of new principals. The study examined the identification of new principals, the socialization or learning processes that lead to the principal's professional development, the extent to which other principals (peers) play a part in that socialization, the extent to which the selection process is a part of the socialization process, the provisions the school district makes to play a part in the socialization, and the nature of the school's social system (formal and informal) and the principal's role in it. The principals in the large Northeastern school district studied gained their knowledge of their job from three sources--observations of principals while they were in other positions, conversations about the role with a principal while they were in another role, and informal transmittal of experiences from other principals once they were on the job. Despite inservice training by districts and professional organizations, the principals felt that they must learn their jobs while performing them. While inservice programs train principals for their behavior as part of the district bureaucracy, many important areas such as how to properly use their time and how to handle stressful problems are not covered. (Author/IRT)