In an effort to compare five models used in delivering inservice instruction to administrators, a survey questionnaire was developed. The goals were to identify the principals' evaluations and perceptions of these models, to summarize the findings of the study, and to present the implications concerning the design of inservice education and the value of continuing the professional development opportunities. The inservice models included traditional university credit courses, short-term learning institutes sponsored by professional associations or by state education agencies, local school district inservices, and informal networking for personal and professional development. Survey questionnaires were sent to 250 randomly selected elementary and secondary principals in Ohio, of whom 192 (77%) responded. The findings indicate that the least popular model is the university course and the most often attended is the professional association short-term institute. Networking was found to be the most effective approach. Administrators appear to engage in a wide variety of inservice education activities; however, many believe they need to be included in the planning of the programs. Research along these same lines with a larger sample is suggested. Tables of data and references are appended. (LMS)