Findings from a comparative study of new and experienced urban principals that examined variables associated with work-related stress and role conflict are presented in this paper. A total of 27 male and female principals in a large, urban school district in the South were surveyed--13 first- and second-year principals and 14 experienced principals. Findings indicate that each group shared desired time priorities, actual time allocations, and general job satisfaction. Experienced principals reported greater role conflict, especially in central office interactions. A conclusion is that new principals enter the school system already socialized, with little role ambiguity. Recommendations are made for creating district-centered professional development programs and for redefining the central office/principal relationship. Two tables are included. (17 references) (LMI)