To develop and validate role-specific ideal behaviors of secondary school principals in Lebanon, this study surveyed 14 private and 6 public Lebanese secondary schools. In the first stage of the six-week data collection process, interviews with principals, teachers, and students resulted in a list of 25 role-specific behaviors for principals which was narrowed in stage 2 to 20 according to their relative importance as indicated by those interviewed. The final stage involved ratings of the extent to which principals actually practiced or exhibited such behaviors, and rankings of their importance specifically for Lebanese secondary school principals. Survey results, indicated in 10 tables, reject the study's two initial hypotheses that no significant differences exist among principals', teachers', and students' perceptions regarding either the importance or rankings of the proposed role-specific behaviors in private and public schools. Principals' and teachers' perceptions differed significantly from those of students, whose ratings of principals were unrealistically high. Of the nine role-specific behaviors agreed upon by all respondents, all but two focused on administrative tasks and skills. (JBM)