Research has indicated that a primary difference between effective and ineffective schools is the principal. However, the truly effective principal is uncommon in today's public schools, and female principals are even scarcer. Effective principals, regardless of gender, get things accomplished in schools. Their effectiveness results from ability to determine staff strengths and weaknesses and act accordingly. Research indicates that teachers experience more job satisfaction with a female principal. If teachers prefer female principals, why are women underrepresented in the principalship? This paper presents findings of a study that identifies and compares personality traits exhibited by 79 female potential administrators and 82 male potential administrators enrolled at Western Kentucky University with traits of a national sample of 1,024 practicing administrators and with an "Executive Educator" selection of "top 100" (n=83) and "Rising Star" (n=89) school executives in 1984. Results, based on Myers-Briggs Type Indicator data, show conclusive similarities between female potential administrators and practicing administrators, but do not reflect great similarity with "rising stars" or "top 100" educational administrators. Perhaps female potential administrators are mimicking the behavior of practicing principals or inhibiting characteristics such as extraversion and intuition. (36 references) (MLH)