Teachers in Ontario, Canada, upon entering professional practice are required, as members of the teaching profession, to adhere to the ethical standards of the teaching profession in their commitment to students and student learning (Ontario College of Teachers, 2006). As set down by four the Ontario College of Teachers, these 4 ethical standards are: care, trust, respect, and integrity. Further, there are standards of practice for the teaching profession which provide a framework for professional practice in Ontario describing knowledge, skills and values inherent in the profession, to which all members must similarly adhere. As members of the College, vice principals too are guided by both the ethical standards for the teaching profession and the standards of practice for the teaching profession (Ontario College of Teachers, 2006). In the course of their professional practice, vice principals are required to uphold these guiding ethical standards in their interactions and decision-making with all educational stakeholders (Marshall & Hooley, 2006; Rintoul & Goulais, 2010 inpress). Such general interest questions and considerations served to create a backdrop and frame of reference for the authors study, and led them to the consideration and creation of their study purpose which was to use specific field examples quoted directly from the study's participants to demonstrate how the four ethical standards of care, trust, respect and integrity are translated into practice. The author suggest that perhaps professional ethics can only be interpreted and translated subjectively. They further propose that, in the effort to act in a professionally ethical way in managing the day-to-day school-based dilemmas on the job (with scant preparatory training in ethical decision-making) vice principals use strategies of self-regulation to guide their ethical behaviour.