School board members' perceptions of the socialization process involved in the learning and development of their roles are described in this report. Methodology involved indepth interviews with 28 school board members from two rural and three suburban public school districts in Pennsylvania and New York, document analysis, and observation. Respondents reported that the most important things to learn include content and process within a unique context characterized by authority, accountability, and vulnerability; and that learning occurs through hands-on experience and the transfer of knowledge from other settings. A profile of board members indicates that they are capable and independent-thinking learners, purposefully engaged in multiple processes of self-directed growth and development. A conclusion is that theories of socialization tend to focus on external socializers; alternative perspectives are explored. Findings suggest an image of board members who proactively direct their own professional development. (57 references) (LMI)