This quantitative, descriptive study sought to identify principal perceptions of the relative importance of the Professional Standards for Educational Leaders (PSEL) and its component elements in the State of Illinois. All current principals who were members of the Illinois Principals' Association were invited to complete a survey in the fall of 2021, and 207 principals responded. Principals were asked to rank the importance of each PSEL element within each of the ten standards. Subsequent analyses included a summary of the percentage of principals who considered each element to be most important or one of the three most important within each standard. Logistic regression analyses were used to compare percentages among groups defined by grade level served, gender, race/ethnicity, Title 1 building status and years in administration. Elements associated with placing students first, focusing on the needs of the students as individuals, and maintaining a community that reflects individual caring and well-being were consistently ranked highest. Few statistically significant differences were identified based upon the grade level served, gender, or years of experience. A number of differences were found based on race/ethnicity and Title 1 building status. The majority of respondents indicated the PSEL does align with their role as principal; however, fewer respondents indicated they utilize the PSEL regularly to guide their practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]