Included in this annotated bibliography of 11 publications are reports asserting that principals primarily are instructional leaders whose training must include a strong mentor relationship and expanded experiential education. Subsequent reports suggest that educational programs should prepare students for the socialization aspects of their future administrative roles, assert that student achievement is the most important outcome of schooling, explore the negative aspects of the reform movement and the imposition of a set of practices and curricula upon principals, address the disagreement among professors regarding an educational administration program due to the diversity of the school leadership role, and encourage the principal education programs to teach those skills specifically required for the administrative profession. The remaining documents reviewed suggest that: school districts should create assistant principal academies; traditional academic programs do not prepare their students for the complex and dynamic situations that principals face; university education departments have not adopted recent insights on principal preparation; and a restructuring of national understanding of future educational leadership requirements must occur. (KM)