Traditional principal preparation programs (PPPs) that include coursework and internship opportunities are most commonly the basis by which aspiring school leaders are prepared for future work (Dickens, et al., 2021; Grissom, Jason A., et al., 2018; Kearney & Valadez, 2015; Oliver, et al., 2018). The COVID-19 pandemic provided a challenge for aspiring school administrators, regardless of their personal dispositions or form of preparation (Fernandez & Shaw, 2020; Author & Author, 2021). Using Situational Leadership as a conceptual frame (Hersey & Blanchard, 1977), the purpose of this study was to compare perceptions by school leaders, pre- versus post-principal preparation program, who rely on a particular use of framing (Bolman & Deal, 2013) to guide their professional practice. In the spring of 2023, eight school administrators in their first three years of professional service, all of whom had been enrolled in an online principal preparation program (PPP), were interviewed to compare responses that they provided during their PPP to those expressed while serving as school administrators. In addition to the interviews, the study participants completed the Principal Self-Efficacy Survey (PSES) to indicate feelings of professional confidence. Results of this investigation showed high levels of self-efficacy among participants, especially with regard to instructional leadership, as well as a general agreement among participants regarding their use of situational framing. In addition, results showed a general increase in professional maturity, pre- to post-PPP, gleaned from self-reports about relationships and tasks in the workplace.