The power of effective schools lies not in their specific characteristics, but in their individual culture formation; a shared understanding of what ought to be symbolized by the behavior of all people involved in the school is part of that culture. The school cultural orientations of seven male and five female first-time principals (10 white and 2 black), representing five states, are presented in this paper. Over the course of 1 year, principals were both interviewed by telephone biweekly and observed on three occasions for two consecutive days. After an examination of initial data, follow-up interviews were conducted focusing on: (1) the cultural linkages recognized, exhibited, and manipulated by the beginning principals; (2) the systems coupling patterns of these principals; and (3) the leadership values the principals espoused and displayed. A final analysis of data revealed that the subjects were weak in building internal cultural linkages to improve instruction; exhibited tightly coupled patterns regarding most systems; and felt that they were providing cultural leadership by actions they inaccurately defined as purposing, empowering, and converting. Implications for future research and for principal preparation programs are briefly addressed. (KM)