This analytical report draws together findings from multiple sources that reflect current admission processes used by principal-preparation programs and explores their implications for initial educational-leadership development. The sources are a web-based review of state regulations for school-leadership credentials, a review of selected literature about reform of administrator-preparation programs, and findings from recent studies of admission standards. Following are some of the reports findings: (1) The prevailing practice for acceptance to leadership-preparation programs continues to use GRE scores, GPA, and letters of recommendation. (2) Candidates' career aspirations may play a significant role in the recruitment and selection of program participants and the identification of future principals. (3) Many viable candidates for preparation programs never apply because they question their own ability to lead. (4) Many entrants into educational-leadership positions do not feel fully prepared for the reality of the tasks required of them. (5) Careful recruitment and selection of candidates are cited often as necessary elements in the restructuring or reform of preparation programs. The results of this analysis will be used to develop a research design for an expanded study of the effectiveness of principal-preparation programs. (Contains 85 references.) (WFA)