This report presents the results of a study of the ways in which federal education programs have affected the work of school principals. A total of 55 principals in six states were interviewed either in person or by telephone. The principals provided approximately equal representation by school level and size. The majority of respondents were selected because of their experience with federal programs, but a small number of principals whose schools do not operate any federal programs were interviewed. In general, principals are now more constrained by rules, more subject to public scrutiny, and less in control of their own schedules, than they were five years ago. Nearly all of them mentioned increases in three activities: preparing paperwork, consulting with parents, and coping with students' noninstructional needs. Federal programs contributed to the changes in principals' jobs, but so did many other factors. Principals who must cope with the most severe student and community needs must also carry the heaviest aggregate burden of federal program requirements. The key to improving federal policy is to find ways to avoid putting the greatest administrative burdens on the people who are already under the greatest stress. (Author/MLF)