The COVID-19 pandemic and the rapidly changing societal issues that it occasioned have accelerated the dynamic nature of the principalship. Changing demographics, technological advances, teachers' working conditions, social unrest, and in particular the global pandemic are among the factors driving this continuous role transformation. This study explored the ever-changing principalship and evolving professional support needed by school principals in a post-pandemic environment. This qualitative study included in-depth interviews with six sitting principals. We identified five themes--deep knowledge of technology, social-emotional support, school operations, collaboration and teamwork, and flexibility--which required further support. Our findings make plain the need for extensive cooperation, collaboration, and partnership between P-12 school districts and university leadership preparation providers.