This field study profiles the roles of secondary school principals in Lebanon, focusing on four areas: (1) role-specific behaviors necessary for success; (2) the degrees of significance attached to each of the behaviors by principals, teachers, and students; (3) the extent to which such behaviors are actually found; and (4) the consequent picture of ideal principal behaviors. Using a nationwide sample of 800 subjects (principals, teachers, and students), the study specifies 25 role-specific behaviors, ranked by the sample subjects in order of importance and actual occurrence. Significant differences in the perceptions of principals, teachers, and students were found regarding the behaviors necessary for making a principal successful, as well as disagreements about the relative importance of the baseline behaviors. (JW)