This paper examines the thesis that there is an emerging independence of role and a developing professionalism among Australian public school principals. Promotion to the principalship in Australia's state educational systems has traditionally been achieved through seniority; a systematic, orderly, upward progression from teacher to principal was assumed provided all assessments conducted en route were favorable. In recent years the states have begun to appoint some principals on the basis of specialized knowledge, skills, or experience, and others are being promoted on the basis of merit rather than seniority. These changes have also affected the principal's role. Formerly a representative of an entrenched state bureaucracy accepting direction from above, the principal is now expected to exhibit more individual initiative, take more responsibility, and act more autonomously. Interest in participative management has also grown. The professional development of administrators has rapidly become a critical concern and programs are emerging across the nation. To encourage and focus these changes in the principalship, the Australian Commonwealth Schools Commission authorized four studies of the principalship and of professional development programs. All of these developments provide grounds for optimism, though it is clear that a great deal of improvement remains to be achieved. Appendixes provide lists of criteria for promotion by merit and a chart illustrating areas for professional development. (PGD)