This qualitative case study aims to better understand the mindset development of mid-career building principals regarding stress. Research shows that the job of the building principal has changed dramatically over the last two decades, and this change has required building principals to adjust their practices and priorities to more than just instructional and managerial leadership roles. Difficulties in managing the requirements, both personally and professionally, have deteriorated job performance, personal relationships, and physical and mental health. The framework for this study is based on the work of Carol Dweck's (2006) theory of fixed and growth mindsets. By gaining a better understanding of the process that mid-career building principals without assistant principals used to develop their mindset, more effective, proactive supports can be implemented. Nine participants, spanning five distinct geographical locations in the United States, participated in semi-structured interviews and a post-interview survey that contributed to the findings of this study. This study contributes to the existing research by acknowledging the impression stress bestows on one's ability to develop a personal and professional mindset successfully. Recommendations have also been developed to support the work of state administrative organizations, colleges and universities, school districts, and building principals. [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.]