First-year principals will assume the role of instructional leaders in environments created by their predecessors. How these novices feel, react, and attempt to fulfill the expectations of their supervisor, staff, and community are investigated in this paper. Three male and three female first-year principals in Long Island, New York public schools were selected for an in-depth examination of their day-to-day lives. A questionnaire and interviews were used to collect demographic information: sex, race, age, school size, socioeconomic level of the school, educational background, and prior administrative work experience. Information regarding motivation for becoming a principal, expectations of the role of a principal, and daily experiences as a principal was also collected. Preliminary findings of the first month of the school year for the three female principals are reviewed. Topics covered include reactive encounters, time management, politics, leadership and power, self-image and aloneness, and relationship to other subjects. The collection of data is ongoing and further investigations in this area will be conducted. Included are references and an appendix containing the preliminary information questionnaire form. (WTH)