Little research exists on the roles and career intentions of deputy headships in English cities. This paper explores how deputy heads in Sheffield, England, perceive their roles in relation to preparation for the headship. The text describes the national context of primary education in England and Wales and explores the understanding of theories of the primary headteacher and the primary deputy in the United Kingdom. The roles of the primary head, the deputy head, the local context, and the study methodology are all detailed. The research was based on two citywide surveys, as well as interviews, questionnaires, and discussions. The findings highlighted the lack of a robust definition of the role of the primary deputy. The deputy's role is heavily influenced, and ultimately controlled, by the individual headteacher. The role is dependent on the amount of time available for the deputy to undertake responsibilities, and most deputies viewed their positions in mainly operational terms. The results show the need for a clear definition of the deputy head's responsibilities for major areas of school life. These administrators need a personal program for training and development, which is bolstered by a proactive approach to professional development. (Contains 27 references.) (RJM)