This paper draws on research conducted to achieve three general purposes: (1) determine the characteristics of Kentucky's 1997-98 principal and assistant principal interns and whether their work differed; (2) ascertain whether work differences existed among interns according to gender or school level--elementary, middle, or high; and (3) to investigate possible changes, including effects of reform initiatives such as high-stakes accountability on the roles of 1997-98 first-year principal and assistant principal interns. For the study, all principal interns and assistant principal interns that were employed in Kentucky's public schools during the 1997-98 school year were surveyed. An analysis of the 134 surveys that were returned (87 percent) found that the self-reported administrative duties of principal interns were significantly different from those reported by assistant principal interns. Assistant principals did not assume responsibility for the same administrative duties or "work" that principal interns performed. Not only was there a disparity in the work, but there was a pervasive difference in the magnitude or degree of assistant principal involvement. Only 4 of 80 duties were identified by over 90 percent of assistant principal interns compared to 38 so identified by principal interns. The results suggest that the assistant principalship may provide less than "ideal" training for all facets of the principalship. (Contains 43 references.) (RJM)