This article reviews the literature on Chinese principalship written in English and Chinese between 1998 and 2008. The first sections discuss the rationale for the research, the review process, and the state of education research in mainland China. The review findings are presented as a set of core patterns and contributory subpatterns, which flow from either the empirical or non-empirical literature. Two core patterns are identified from the non-empirical pieces--"prescriptions" and "commentaries". Prescriptions focus on telling principals what they need to do to be successful, especially in the present reform environment. Commentaries focus on the key concerns and problems confronting principals. Three core patterns can be discerned from the empirical pieces--"imported frameworks," "indigenous investigations," and "contextual influences." The final section offers a number of conclusions that look within and across the core patterns and pose questions to guide further research. (Contains 4 tables and 8 notes.)