This study investigated the relationship between leadership style and the personality (patterns of core strengths) of school administrators as perceived by themselves and by their subordinates and colleagues. Sixty-seven principals and central office staff and 285 of their teachers and peers from 2 school systems participated in the study. Bipolar theory (J. W. Thomas 1978) posits that, given three pairs of core strengths, individuals express preference for one pole of each pair. The Leadership Effectiveness and Adaptability Description (LEAD) instruments (P. Hersey and K. Blanchard 1977) assessed the leadership styles of the principals and central office administrators. The principals recorded their self-perceptions by using the Bipolar Inventory and the LEAD-Self questionnaire. To obtain teachers' perceptions, principals randomly chose five teachers to complete the LEAD-Other questionnaire and the Bipolar Inventory B. Central office administrators followed a similar procedure. No significant relationships were found when data were statistically analyzed using the chi-square technique. A strong preference (82 percent) for the high task/high relationship leadership style was demonstrated. Leaders were ascribed the socially valued traits of risking, practical thinking, and independent risking more than such less socially valued traits as theoretical thinking--unsurprising preferences among occupants of leadership positions. The findings suggest a lack of evidence that leadership is related to personality. Recommendations include a replication of this study with a larger sample and the use of other leadership assessments and personality inventories. Two reference pages are appended. (CJH)