Polling and comparing the perceptions of principals, office staff, and teachers, the author focuses on the design of his study, which was intended to evaluate behaviors and competencies considered vital to school principals and to cite areas for professional development. Such professional development needs, sought by the large midwestern school district surveyed, were determined by noting the mean responses of the groups of participants, who rated behaviors and competencies of principals for their present levels in the district and their importance as administrative skills. In the survey instrument, 12 behaviors (taken from National Association of Secondary School Principals (NASSP) assessment instruments) and 12 areas of competency encompassing 72 skills (selected by central office staff members at participating schools) were used. The discrepancies in perceptions among the three groups interviewed indicated the need for inservice training for principals in several areas of behavior and competence. (JW)