Designed to probe the question of the specific administrative problems within their schools that principals in Georgia schools deem to be most troublesome, this study reports on the findings of a survey of 403 randomly selected elementary and secondary principals. For each of 10 needs areas that had been determined through a 1987 study to be the most critical as viewed by Georgia's principals, 3 specific problems (out of 7 problems correlated with each need area) were selected as most troublesome by principals. A comparison is made between a parallel study of superintendents and principals in four needs areas. The most outstanding problem in the view of the principals was completing the increasing amount of paperwork without neglecting personal contact with students, teachers, and parents. The second problem area was allowing a larger portion of time to be spend in their instructional leadership role. Related problems centered on working with marginal staff, focusing supervision properly, coping with unfavorable performance, and understanding legal ramifications of teacher evaluation. Other problems were avoiding faculty stress, motivating teachers to participate in inservice programs, and responding to faculty and staff burnout. Rank order of the problem areas as identified by Georgia principals is appended. (JD)