Professional development activities offered principals are often a hodgepodge of different types of programs designed to foster the sustainability of leadership practices. While professional development is important for the continual improvement of principals, Guskey (2003) describes professional development activities as generally having a history of being ineffective and lacking strong links that positively impact student achievement. If professional development for principals is to be sustainable, the expectations principals have for their professional development must be considered. Two questions guided this study: (1) What are the elements, contexts, and topics of professional development programs provided to principals in a rural school district over the course of a year? and (2) What elements, contexts, and topics of professional development programs are desired by principals in a rural school district? Participants included principals from a rural school district in Louisiana. A survey to determine demographic data and information pertaining to the participants' professional development activities and a focus group interview were used as the study's instruments. Results showed the principals' desires were remarkably similar. The rural district had used the "cookie cutter" approach for professional development and did not have a mission statement or vision guiding their professional development. There was very little collaboration or follow-up to professional learning in the rural community. Lastly, the rural principals were responsible for their own professional development. Principals in this rural district wanted an ongoing program that was collaborative and participative in nature. They also desired for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. Finally, they expected professional development areas to include use of data, personnel matters, and implementation strategies for changes to the school campus.