This brief reports on a day-long workshop where eight rural teaching principals shared the joys and frustrations of their multiple roles. The multiple roles of teaching principals in the school and community result in role conflict and role ambiguity, which leads to stress and anxiety. Newly hired teaching principals are often caught between pressures to conform to the status quo while also remaining true to his or her own professional goals. Interpersonal and managerial role conflict stresses are almost invariably compounded by overload, especially from mandated paperwork. Teaching principals also reported the benefits of having the freedom to make curricular changes and having daily contact with students. A central problem is navigating between role taking and role making. The traits of pacing and consistency appear important for successful role making. Community support can be won through credibility, professionalism, and outreach. Principals described public relations efforts such as writing articles for local newspapers or newsletters, involving students in community work, and educating board members. The brief contains a list of participants' names and addresses, and hints on how to cope with the role of teaching principal. (KS)