Principal preparation programs must work to develop scholar-practitioners. This will help to ensure that school leaders are able to use research methodologies to examine problems of practice, make critical data-based decisions toward positive change, and effectively implement research-based practices to drive school improvement. With this in mind, we examined 44 aspiring school leaders' final projects within a master's-level research course in which they were asked to identify a problem of practice in education and write a research proposal that delineated how they could potentially study that problem of practice. Through a content analysis, five themes were identified: (a) Let's Collaborate, (b) Improve Student Achievement, (c) Create a Safe Learning Environment, (d) Use a Diversity Lens, and (e) Enhance Leadership Behavior. Within these themes, unique distinctions were evidenced between male and female aspiring school principals. A discussion of these findings and distinctions is provided, along with implications for principal preparation programs.