This study examined perceptions of educational leadership skills within principal internship experiences, focusing on the National Educational Leadership Preparation (NELP) building level standards related to instructional leadership. Using a quantitative survey design, the study collected data from 53 participants (29 principals and 24 interns) in a rural Rocky Mountain state to investigate the perceived importance of specific leadership skills and the extent to which internship experiences support their acquisition. Findings revealed consistent gaps between perceived importance and skill acquisition across all examined NELP standards, with notable differences between principal and intern perspectives. While both groups prioritized data-driven improvement processes and academic program evaluation, interns generally rated skill importance and acquisition higher than principals, particularly in areas of mission/vision development and non-academic evaluation. Results also indicated limited development of technology integration skills and non-academic leadership competencies during internships. These findings suggest a need to redesign principal internship experiences to better align with contemporary leadership demands, particularly in developing comprehensive leadership capabilities beyond a traditional instructional leadership focus. The study contributes to the understanding of how principal preparation programs can better bridge the gap between theoretical importance and practical skill development in educational leadership.