Despite empirical evidence correlating the role of the principal with student achievement, researchers have seldom scrutinized principal selection methods over the past 60 years. This mixed methods study investigated the processes by which school principals are selected. A national sample of top-level school district administrators was used to investigate their practices when selecting principals. Results of this study indicated top-level school district administrators are inclined to select principals who possess four attributes: communication skills, student-centered orientation, people skills, and curriculum and instruction knowledge. Top-level school district administrators attempt to identify these attributes primarily through subjective methods. However, if student achievement is a primary objective of K-12 education, the methods of selecting school principals should be commensurate with that objective.