Several problems and issues are typical of the beginning years of a principalship. A study of first- and second-year principals in a midwestern state classified these problems and issues into three broad areas: role clarification, limitations on technical expertise, and difficulties with socialization to the profession and to a particular school system. Implications concerning the principals' inservice and continuing professional development needs are as follows: (1) principals need a better type of practicum to let them actually experience the world of administration before they take their first job; (2) specialized inservice administrator training needs to focus on law, school finance, teacher evaluation procedures, computer applications, and other issues of daily, practical concern; (3) new principals need more collegial support, perhaps in a sort of "buddy system"; and (4) principals need patient mentors available to talk about job concerns. References are appended. (IW)