This outline of a grounded theory of educational administrative inservice training demonstrates the organizational characteristics and outcomes for participants as the results of a qualitative study. Focusing on high school principals, this study addresses two questions: What are the organizational characteristics of inservice training for school administrators? and What combinations of these characteristics are related to certain outcomes? For purposes of this study, a grounded theory is a statement about kinds of data that will occur under particular circumstances. Fifteen high school principals were selected on the basis of five criteria. Retrospective interviews, document collection from respondents and from independent sources, and on-site observations make up the field procedures. The conclusions, based on the results, are stated as a series of integrated definitions and propositions that detail an outline of the grounded theory. Recommendations for further research are suggested. Forty-nine references are appended. (LMS)