Twenty-three Black assistant principals responded to a questionnaire about their status within their county school district. Analysis of the data showed the following: (1) one-third of the respondents had been assistant principals for more than 10 years and none had been assistant principals for less than 4 years; (2) 35 to 52 percent of Black assistant principals reported being assigned to activities such as budgeting, curriculum development, and scheduling, while 90 to 100 percent reported assignments in discipline, student activities and teacher evaluation; (3) 35 percent of the respondents had never applied for a principalship; almost half had applied at least twice; and (4) more than half of those turned down for principalships blamed this on the informal appointment process; almost one quarter raised questions about the system's human resource development efforts. The major recommendation arising from the study is that the school district should compare the situation of Black assistant principals with that of White assistant principals in order to determine whether Blacks are being treated fairly. (Appendices include the data collection instrument.) (CMG)