To better understand the role that "power behavior" plays in deciding promotions in the school system, the power behaviors of school principals who had been promoted and those who had not been promoted were examined. A power model developed by R. Muth was adapted to provide the framework for assessing power use. The central questions addressed the types of power behavior and resources principals and their supervisors use, the use of power behaviors and resources, the role of gender and/or the use of power behaviors and resources in gaining promotions, and whether males and females report similar power behaviors. Results are based on 200 surveys completed by principals and school administrators in Colorado. The findings revealed no significant difference between the power types used by principals who reported that they had not been promoted and the power types of those who made the promotions, undermining the argument that power is an important, if not the most important, ingredient in receiving a promotion. Furthermore, nonpromoted and promoted principals did not report different patterns of power use. (RJM)