This paper presents findings of a study that examined the behaviors of principals in El Paso County, Texas. The Modified Delphi Technique used two instruments: a questionnaire that was administered to a panel of experts who listed important behaviors for principals in border areas; and a survey based on panel members' responses that was mailed to 4,752 teachers in El Paso County. The teacher survey elicited 1,690 responses, or a 36 percent response rate. Teachers who were more involved with issues of culture, language, and the border experience were more likely to expect that principals demonstrate sensitivity to students' language, culture, and experiences. Teachers who spoke Spanish, who taught in bilingual programs, or who were Hispanic rated cultural sensitivity in principals more highly than did other teachers. Principals should know the expectations that teachers have of them, which may vary according to teachers' own contextual bases. The paper concludes with the following recommendations: (1) principals in any setting need adequate preparation in the areas of climate, communication, community, involvement, management, and instruction; (2) principal-preparation programs should be alerted to teachers' expectations for border-area principals; (3) principal selection should consider the "best fit" between the principal and the school-community context; and (4) study in Mexican culture and language would be appropriate for principals planning to serve in border areas. (Contains 20 references). (LMI)