This article presents the results of a statewide survey that examined the perceptions and needs of elementary school principals in North Carolina who have prekindergarten classrooms on their campus. The survey examined principals' knowledge about early childhood education and their attitudes towards prekindergarten. Results suggest that few principals report having experience or education to administer prekindergarten. A further examination demonstrated that the more training a principal had in early childhood, the more confident they were in supervising prekindergarten. Implications for policy and practice around professional development and licensing requirements for public school leaders who supervise prekindergarten are discussed. (Contains 2 tables and 1 figure.)