The ways in which principal belief systems develop in relation to superintendent role expectations for principals are described in this paper. Methodology included a literature review and participant observation during a 6-month field study to generate grounded theory. Findings indicate that superintendents' communication of role expectations to principals is a significant factor in the principal socialization process. A systematic evaluation process, preferably a conference between the superintendent and principal, is necessary for transmission of the instructional leader role. Congruent belief systems and role identities develop from principals' focus on superintendents' instructional messages, and result in improved home/school relations, instructional leadership, and distinguished schools. Figures illustrate models of the socialization process and interaction dynamics. An extensive bibliography is included. (LMI)