The aim of this paper is to illustrate how principal subjectivities are constructed by particular normalizing processes that occur through the disciplinary power of grants and submission writing. An increasing part of the principal's job, under moves towards self-governing schools, is a reliance of grants and submissions in order to obtain funding. This paper uses case studies of two school principals who are concerned about the increasing time and energy spent on these funding applications. Foucault's notions of governmentality and disciplinary power are used to theorize the constitution of these principals as subjects through the mechanisms of grants and submissions. This paper therefore contributes to much needed theory building around principals' work under school-based management. (Contains 1 note.)