This book investigates the perceptions of the high school principalship role as identified by board presidents, school superintendents and principals in the North Central Association High Schools in Wyoming, USA. By use of analysis of variance and Chi-Square methods, Prof Serem sets out to establish whether the size of a school and the experience of a principal make any difference in the way such principals perceive their roles. In addition, the author not only identifies the primary responsibilities of the principalship in an outcome-based school environment but also analyses the reasons behind a great deal of principals'' turnover in Wyoming high schools. Prof. Serem posits that the only feasible way of reducing the levels of stress and frustration experienced by principals is by effecting an outcome-based mode of operation. He also observes that school board associations should keep board members informed about educational issues through workshops and seminars; and that outcome-based schooling should be made a priority in such seminars. This book is very resourceful to education policy makers, teacher trainers, teacher trainees and all educators in Kenya and elsewhere.