Based on principals' own perceptions, this paper examines how the principal's role has changed, what constitutes principals' major problems or concerns, and how state and federal regulations and community pressures have affected the principal's role. The project identified and interviewed 56 public school principals for an 11-county area served by Indiana University Southeast's school administration program. Table 1 reveals participants' reasons for becoming principals; table 2 reveals that half of the participants used an eclectic leadership style, 45 percent considered themselves democratic leaders, and 5 percent (of secondary principals only) considered themselves autocratic leaders. Results show that the principal's job has changed over the past 10 years; major changes include more time required, more paperwork, higher expectations, and greater accountability. Apathy, societal problems, and bureaucratic requirements have precipitated many of these changes. Federal and especially state mandates, regulations, and programs were major contributors to job change and made the principals' role more difficult. Community attitudes, beliefs, and opinions also contributed to job change. Experienced principals recommend that prospective principals understand the position's time requirements; have clear principles, goals, and objectives; keep children first; learn to manage and control pressure, stress, and conflict; be willing to make timely decisions; and keep themselves informed. Additional recommendations are provided. (20 references) (MLH)