This investigation was undertaken to test the relationships among rule administration behavior (how principals administer school rules), leadership behavior, and the sex of black elementary school principals. Twenty principals were subjects, with 200 teachers supplying responses to the Rule Administration Scale (RAS) and the Leadership Behavior Description Questionnaire (LBDQ). The results showed that female principals were perceived by their teachers as more representative and more punishment-centered than males in their administration of the rules. In terms of leader behavior, the females were rated higher than the males in representation, demand reconciliation, persuasiveness, initiation of structure, role assumption, production emphasis, predictive accuracy, integration, and superior orientation. Both male and female principals perceived themselves to be stronger leaders than their faculty members perceived them to be. (Author/DS)