Vision is an important dimension in the leadership characteristics of school administrators. This dimension can be expressed in a 2-phased process: the development of both personal and organizational visions. How this vision is developed, however, in school administrators is difficult to answer. This study looks at the development of personal vision in school administrators. Data were collected from 158 elementary principals and 243 assistant principals from Ankara, Turkey. Self-evaluations of proficiencies, self-development fields, leadership styles, professional values, and schools were determined. Differences occurred between principals and assistant principals in determining proficiencies, self-development fields, and leadership styles. Differences were nonexistent in determining school climate, school-community relationships, the pressure of superior administrators, and discipline. These results are compared to the requirements of 21st century education. (Contains 18 references.) (DFR)