"Developing School Leaders: A Call for Collaboration" calls for professional development for principals that is a "seamless garment" that extends through preservice, induction, career changes, and retirement (NASSP, 1992). Daresh and Playko (1992) concur with this assertion, stating that training should not be fragmented, but should occur throughout the career stages of the principal. This type of professional development is grounded in the belief that support for principals must be ongoing, tailored to their individual needs as well as the needs of their school, and crafted for every stage of professional development. Induction and mentoring programs are two of the best forms of professional development. Principals should consider each of these strategies as an option for an individually designed professional development and support plan. Specific strategies should not be aligned solely with defined career stages of the principalship. Individuals should determine what pedagogy will maximize their opportunity to apply new knowledge, practice new skills, and receive regular feedback regardless of where they are in their career. Moreover, professional networks enable principals to receive support and acquire insight from colleagues. The national outcry for school improvement, the anticipated retirement rate of current principals, and the increased accountability of the position demand that comprehensive professional support systems be designed and implemented for all stages of the principalship. (Contains 1 figure.)