In the United States and Germany, effective school leadership is pivotal to a school's success. Yet in each country, attracting and retaining qualified school leaders is a formidable challenge. This study compares the influence of possible motivators and inhibitors that impact teachers' decisions to become principals in the two countries. Survey responses of 311 U.S. students in principal preparation programs in the United States and responses of 117 German students in similar programs in Germany indicate that many factors that motivate and inhibit U.S. and German teachers to become school leaders are similar. The results also reveal areas in which the U.S. and Germany may learn from each other regarding motivators and inhibitors to becoming school administrators. (Contains 2 figures and 4 tables.)