This study investigated the gap between elementary school principals' rankings on current and ideal allocations of time for staff, student, managerial, curriculum, strategic, fiscal, and community activities as a function of career stage. Most principals surveyed preferred to spend more time on curricular and strategic activities than they were currently spending, and less time on student and managerial activities. Chi-square tests of independence found that these preferences were not related to career stage, years as a principal, years as a professional educator, or gender. Parallels between work-related stages of development and Erickson's adult developmental stages were drawn. Recommendations included finding a balance between internal and external demands and adapting professional development ideas from the psychology and sociology fields to fit the principal's unique needs. (Contains 10 tables.)