Isolation has affected the quality of the work experience for employees in education for decades. This study explores the role that isolation plays in impacting the quality of the work experience among new principals. Building on recent studies, the analysis tests whether isolation serves as a mediator in the relationship between factors that are known to affect the work experience of principals (social support; role ambiguity, role overload; administrative experience; and participation in a structured coaching relationship), as independent variables, and persistence of new principals. We find some support for this mediating effect, and support for the role of isolation as a predictor of persistence.