This study examined aspects of work-related behavior considered morally and ethically unique to the profession of educational leadership as expressed by practitioners. The purpose was to empirically test and develop a practical, profession-specific ethic as articulated by Shapiro and Stefkovich (2001, 2005) and Stefkovich (2006). The study used phenomenological-like interview techniques and included 11 principals of diverse public secondary schools representing rural, suburban, suburban/metro, and urban settings. Findings suggest that practitioners can articulate a unique moral practice for educational leadership, one distinct unto itself. Implications of findings offer explanatory power of the moral, value, and ethical bases for educational leadership decision making and in developing and refining a professional ethic for educational leadership. (Contains 3 notes and 1 figure.)