This paper presents findings of a study that identified Oklahoma teachers' perceptions about the knowledge and skills that their principals possess. Data were obtained from a survey of 270 entry-level teachers in Oklahoma and telephone interviews with 9 entry-level teachers. They were asked to identify their principals skills in four performance domains--functional, programmatic, interpersonal, and contextual. The teachers viewed their principals as effective in all essential performance domains. Data indicate that teachers perceived their principals as being most proficient in communication, school law, and leadership. Elementary teachers ranked their principals' skills and knowledge highly, while high school teachers perceived these skills to be the lowest. Teachers in suburban schools ranked their principals most favorably, followed by urban and, finally, rural teachers. Fourteen tables and four figures are included. Contains 55 references. (LMI)