The ability to develop and implement a school vision is now viewed as a core competency for school principals. Since being highlighted as an ISLLC performance standard, it has received increased attention in the educational leadership literature and principal preparation programs. This article summarizes recent findings regarding the perceptions of South Carolina principals toward the visioning process and their role in that process. Issues regarding its development, use, and effect are addressed. The importance of specific vision attributes and limitations are also discussed. Implications for preparation programs and the professional development of school principals are considered. (Contains 3 figures.)