This study examines pre-service teacher expectations of the principal's role in teacher induction, using grounded theory methodology to explore the question: What role do secondary pre-service teachers expect of principals in the induction of novice teachers and how do their expectations develop? Findings show that pre-service teachers expect the enactment of two main roles of the school principal, school leader and instructional leader, within a continuum from negative beliefs to positive preferences. Findings demonstrate that field experiences influenced pre-service teachers' expectations of the principal's role in teacher induction. This study broadens teacher induction research on the transition from pre-service teachers into the teaching profession and how school principals are perceived to be a part of that transition.