Current percentages of Black, Indigenous, and People of Color (BIPOC) principals largely mirror those of the teacher workforce. They, however, diverge from student demographics. We provide insight into these racial imbalances by charting principal preparation patterns and demonstrating the typical leadership pipeline in Texas. In doing so, we draw attention to both leaks in the pipeline and potential sites of intervention. We believe BIPOC principals will continue to be underrepresented relative to BIPOC students if we continue current practices with regard to college graduation, entrance into teaching, tapping, preparation, placement, and retention. We conclude with recommendations for preparation and policy.