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This paper presents findings of a study that examined the relationship between demographic subgroups of principals in Louisiana and their perceptions of the socialization process. Information about principals' socialization experiences was obtained from a sample of 161 first-year principals during the fall semester of 1994. Socialization constructs were measured by the "Principal Socialization Inventory," a self-report survey instrument. Analysis of variance (ANOVA) techniques were used to determine the relationships between the independent variables (community type, age, ethnicity, gender, school size, school type, location, and type of previous experience) and the dependent variables (socialization level, school vision, and dependence on staff). Findings indicate that the demographic variables were generally not predictors of the socialization levels of beginning principals. However, principals in more populated areas reported higher scores concerning school vision than did principals in less populated areas. African-American principals and elementary/middle school principals showed higher mean scores regarding school vision. Principals who worked in a different school during the previous year reported a greater dependence on staff members to assist in the socialization process. The data lend support to the notion that the principals experienced socialization in different ways--the primary factors were the individual's personal characteristics and the school's organizational characteristics. Six tables are included. The appendix contains a copy of the survey. (LMI)