By exploring the extent and nature of networks used by principals and their assistants, this article provides preliminary answers to the questions of how principals communicate with each other and the topics they discuss. Newly appointed principals and assistant principals (N=151) were surveyed, as well as a sample of experienced principals (N=131). Networking behaviors, topics discussed, and the frequency with which school administrators exhibit those behaviors were identified. A total return rate of 82 percent provided data for t-tests and factor analysis. Few significant differences are found by gender or administrative position (i.e., principal or assistant principal). Significant differences are found by experience, location of the school, and grade levels served. Those significant differences suggest that principals (and assistant principals) communicate most frequently about day-to-day operations of the school. They are most likely to communicate by telephone or at meetings. Secondary principals are more likely to talk about scheduling and discipline whereas middle/junior high principals talk about teaching techniques, homework, and grouping. Principals with varying levels of experience differed significantly in the topics they discussed with others. Elementary and rural principals network significantly less often than do their colleagues in cities and at other levels. Conclusions include specifying the topics that are networked and implications of the findings. (9 references) (RR)