This research study delves into the newly crafted ISSLC national school leadership standards asking current school leaders and school leadership candidates to prioritize their perceived level of importance of 20 administrative dispositions. 128 school principals and 165 school leadership candidates in the NYC schools responded to an electronic survey. Although an overall moderate correlation existed between the two constituencies, significant differences also emerged. For example, using a wider range of technology applications and protecting scheduled instructional time were seen as critical by the aspiring school leader, whereas current school leaders placed a heavier emphasis on building positive relationships with staff and using student test score data to drive instructional change. Implications for professional practice were drawn for both the role of the principal as well as for improving school leadership preparation programs.