This study of rural schools in the states of North Dakota, South Dakota, Nebraska, and Kansas focused on self-reported characteristics of secondary school principals as well as their leadership style. A total of 592 surveys were mailed to the identified population, of whom 462 returned completed forms. It was found that the Great Plains rural principals envision themselves as instructional leaders but spend a majority of the day in general management. They taught for an average of 35.6% of the day. They also are more concerned as leaders about task completion and less about school climate and individual needs. It was also found that there were no substantial differences between male and female rural principals, either experienced or inexperienced, in their general activities or leadership style. Great Plains rural principals perceive themselves in one manner, but they often act in another manner. Several possibilities account for this discrepancy, but time, teaching assignments, and the multitude of administrative duties are the most likely causes. If the perception of instructional leadership is ever to become reality, rural principals must be provided more opportunities to become effective leaders. (TES)