This study was conducted to develop a demographic profile of full-time educational leadership clinical faculty, to identify their professional responsibilities, and to compare their job satisfaction and perceptions of the educational leadership field with those of tenure-line faculty. Utilizing an online questionnaire, 140 clinical faculty and 755 tenure-line faculty responded to items regarding their personal characteristics, professional activities, and perceptions of the educational leadership profession. Descriptive statistics were calculated, and independent t-test procedures were employed to determine significant differences between clinical and tenure-line faculty. Clinical faculty represented 15.6% of respondents: 50% of clinical respondents were female, and 13.6% were faculty of color. Their mean age was 59.0 years, and 83.9% were former school administrators. Numerous statistically significant differences were found comparing clinical and tenure-line faculty. As would be expected, given the different job descriptions, clinical faculty devoted more time to teaching and advising, field-based activities, and problems of practice and less time to research/writing than did their tenure-line colleagues. Also, clinical respondents were more satisfied with their positions and with the quality of their preparation programs than were tenure-line faculty. The different beliefs and activities of tenure-line versus clinical faculty can create either tensions or opportunities as leadership preparation units engage in programmatic restructuring. (Contains 7 tables.)