This mixed-methods study explored if there were alignment, or gaps, in leadership standards, preparation, and/or practice of a novice principal or assistant principal. Educational leadership preparation programs have been criticized for the lack of relevant context applicable in real-life settings. Quality leadership standards influence preparation programs by establishing performance expectations and licensing. Pennsylvania modeled its curriculums, administrator standards, and certification requirements for its principal preparation programs after the standards outlined by the Interstate Leaders Licensure Consortium (ISLLC) standards. The researcher collected data from novice principals and assistant principals across the state of Pennsylvania. A survey, along with phenomenological interviews, was used to elicit information on principals' perceptions regarding their exposure, preparedness, and application to their day-to-day practice surrounding the PA leadership standards. This information helped to uncover that participants felt the leadership standards were relevant and they are used to varying degrees in their day-to-day practice. Overall, the findings of this study revealed that novice principals and assistant principals in the state of Pennsylvania felt the leadership standards provided a practical framework to their practice, and felt adequately prepared in their preparation programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]