Research has shown that principal support is a key factor in the implementation of effective school library or information literacy programs in schools. An international study of the principal's role in developing and supporting information literacy programs was conducted in Australia, Canada, Finland, France, Japan, Scotland, and South Korea. Principals and librarians in all countries except South Korea differed significantly on the amount of time they perceived the principal to spend on tasks related to the information literacy program. Principals believed they spent more time on these tasks than did librarians. Principals and librarians in Australia, Finland, and Scotland agreed about the amount of time they thought the principal should spend on such tasks in the future. In Canada, Japan, and South Korea, however, there were significant differences between the two groups; the principals believed they should spend more time on the tasks in the future than did the librarians. Overall mean scores on present and future perceptions suggested that in five of six countries principals and librarians are well-aligned in their beliefs about the role of the principal; the exception was Scotland where school librarians are not qualified teachers. These and other findings should be useful to principals and librarians in schools throughout the world, as they struggle in difficult times to provide quality schooling and information services and to contribute to the development of literate and independent library users. Includes six tables. (Contains 10 references.) (Author)