A study extended research on the Kentucky Principal Intern Program (KPIP) as it provides job-embedded development for new administrators through a 1-year mentoring and internship program. Subjects (N=97) were public school principals and assistant principals who were participating in KPIP in 1998-99. Survey research was used to collect data about job responsibilities, obstacles that hindered job adjustment, assistance provided by KPIP committee members, and recommendations for improving the KPIP process. Most principals entered their positions with little prior leadership experience, and many had fewer years as work experience and less formal preparation than did assistant principals. Results showed that both principals and assistant principals spent most of their time dealing with student discipline and supervision. During an average workday, few interns reported working on issues of curricular and instructional development. A primary obstacle that hindered job adjustment was the overwhelming job demands and time constraints facing new administrators during their entry year. Weaknesses in the interns' own backgrounds, along with volatile conflicts with faculty, hindered job adjustment and effectiveness. KPIP mentors assisted interns in areas of career and psychosocial assistance. Program activities most useful for interns involved professional feedback, resources and networking, self-reflection, and assistance in managing work demands. (Contains 24 references and tables.) (DFR)