In the last two decades a number of studies, State, regional and nation-wide, have been made of the academic and professional training, the educational experience, and the social and economic status of elementary and secondary school teachers. Three notable studies have been made of the city superintendent of schools. The status of the high-school principal, however, has remained largely unknown. The purpose of the present study is to show the status of the principals of fully accredited public high schools, especially with respect to academic and professional training, educational experience, State and local requirements, salary, sources of supply, duties and responsibilities. The data were secured by four questionnaires. Two were sent to 3,000 principals of fully accredited public high schools, one was sent to State superintendents and commissioners of education, and another was addressed to heads of departments or schools of education. Schools included in the study are located in agricultural districts, industrial centers, communities that claim to be chiefly residential, and communities that claim to be chiefly commercial. Heads of Secondary Schools in England, France, and Germany are appended. A bibliography and an index are provided. (Includes 57 tables.) [Best copy available has been provided.]