Interviews with eight female and eight male elementary principals in a Texas school district provide comparative information on career development differences among males, females, and persons from differing ethnic groups. The principals interviewed included nine Anglos, five Hispanics, one Black, and one Oriental. The data gathered covered age, teaching experience, professional training and degrees, career geographic location, first administrative position, persons who influenced them, expected administrative position in five years, ultimate professional goals, methods of gaining promotions, most rewarding type of administrative experience, most challenging administrative duty, and expectations about administrative positions. Among the findings are that female principals, especially Anglo females, waited longer than males for their first principalship; that more female principals had higher academic qualifications than the males; and that most interviewees had spent their entire teaching career in Texas elementary schools. (Author/RW)