When people talk about human capital or talent in public education, they generally focus on teachers, not principals. That's a mistake. School districts and states generally don't take a strategic approach toward managing their principal workforce. Often, they lack even the most basic information about who is leading their schools: Where do most principals come from? How long do they stay? How well do they perform? How many will need to be hired and developed in the future? To answer some of these questions, states need detailed longitudinal data systems for principals like those currently being developed to track teachers and students. In some states, such systems are a few years off. In the meantime, states can get a better picture of their principal workforce by analyzing data they already collected. This "Principal Concerns" data brief is a short example of this type of analysis, focused on principals working in Iowa. By combining state data with U.S. Department of Education data, the authors are able to present a broad picture of the principal workforce in Iowa's schools. First, the brief identifies the share of principals who are eligible, and almost eligible, for retirement under Iowa's retirement system. This is a useful starting point because states that employ lots of younger principals need to focus on getting them training and support as they progress through their careers. Other states have a wave of principals near retirement and must plan for new hires. Determining where Iowa stands in that regard provides a rough measure of the demand for new principals in the near future. The brief then matches up retirement eligibility with the location of schools (urban, suburban, town, and rural) and their level of student poverty. These comparisons provide a sense of how Iowa's future demand for principals might be distributed across the state. (Contains 4 figures and 6 footnotes.)