New principals face many challenges as they begin their profession. They must discover how to fit into the existing work group at their school (organizational socialization), while remaining distinct enough to contribute creatively to the growth and development of the school (leadership succession). As part of a larger phenomenological study, 10 new rural high school principals were interviewed about their decisions to accept or challenge norms in their schools during their first year on the job. Without clear directions or any formal induction program to introduce them to their districts and schools, the 10 new principals began their duties with preconceived ideas about their job and their school. Once on the job, their decisions to conform or challenge existing norms in their schools were determined by contextual variables, specific problem situations, and other individuals and groups in their schools and communities. Interviewees discussed rural community culture and politics, insider advantages and disadvantages, outsider disadvantages, principal turnover rates at their schools, problem situations, work overload, and relationships with teachers and the superintendent. Eight participants reported that they had no time to consider school improvement issues. Two years later, eight participants had moved to administrative positions in other schools. (Contains 20 references and the interview guide.) (SV)