The tasks of elementary principals are characterized by brevity, variety, and fragmentation. As proof of this, studies have indicated that principals may perform as many as 50 separate tasks in an hour. Principals also must interact with a wide range of individuals, must accomplish tasks requiring many different skills, and are required to make a number of different affective and cognitive responses. All these activities are regularly interrupted by other tasks, problems, or crises. The combination of task brevity, variety, and fragmentation makes it extremely difficult for principals to make sense of their work. These three properties make the job hectic, complex, and hard to learn experientially. An understanding of these properties should guide those who select and train principals. Further research into the work of principals and the development of a framework for analysis may provide the foundation necessary for designing more effective selection and training procedures. (Author/JM)