In this study we analyze the extent to which policy documents that include standards and expectations for the preparation of school principals (i.e., head teachers) influence democratic practices. This comparative research examines educational policies that influence the work of principals both in Sweden and in the U.S., the state of Texas asking: What does it mean for a principal to create a school environment that emphasizes democratic practices? The context of education is provided for both populations, including the role of principals as related to the importance and function of schools in a democracy in a society.