A lot is expected of Slovenian principals, yet very little is known about aspiring principals' own expectations of principalship. Currently there is no Slovenian study of aspiring principals, although they represent the majority of those enrolled on the "certification programme" of the National School for Leadership in Education. The purpose of this article is to explore: (1) what aspiring principals perceive as principalship and how they define it; (2) what participants perceive as significant influences on principalship; (3) the tensions that aspiring principals might perceive and anticipate as a part of principalship; and (4) the metaphors used for principalship. Data indicate that participants discuss principalship from a managerial position in which the main tasks revolve around the "smooth work of an organization". Principals' personalities play pivotal role in successful principalship, while the legal context, legislation and national policies "dictate" schools' work. Power is concentrated with principals, which the metaphors nicely reflect. Principals are seen to be paternalistic and hierarchical. (Contains 6 notes.)