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The purpose of this mixed methods study was to examine the SREB critical success factors being implemented as part of the Illinois PreK-12 principal preparation internship, as well as, the authenticity of the internship process. The following research questions guided this study: (1) To what extent do the 13 SREB critical success factors affect the day-to-day functions of the principalship? (2) To what extent does the perceived effect of the 13 SREB critical success factors differ among targeted populations across the State of Illinois? (3) How does internship facilitation impact instructional leadership? (4) To what extent do the required internship experiences expand or inhibit professional growth? This study examined the perceptions of Illinois PreK-12 principals who participated in the states redesigned principal preparation program. The quantitative methods of the study included analyzing Likert scale survey data administered through a web-based provider. The qualitative methods of the study included open-ended interview questions, also conducted online, or over the telephone. The data was combined to search for themes in the research and offer conclusions. The findings will provide policy makers and educational stakeholders with insight into the perceptions of Illinois principals regarding their internship experiences, the applicability of the measurements being utilized, and interpretation of the process as a whole. The research concluded that PreK-12 endorsed principals in Illinois perceived the internship as an authentic experience. Participants in the study embraced the role of instructional leadership and the methods used to develop their skills. Additionally, the length of the principal internship (twelve months), as well as the mentoring requirements, were perceived as beneficial to principal development. Participants also indicated that various aspects of their day-to-day functions (e.g., student discipline and special education) should receive additional support during their preparation. The data indicated principals perceived SREB critical success factor 5 as the most applicable of the factors. Centered around analyzing data (e.g., student test scores, and teacher assessments) to improve instruction and student achievement, critical success factor 5 was the highest-ranking factor, and the most consistent in terms of statistical analysis. Additionally, evidence to support the quantitative analysis was present in the qualitative data as principals verified their implementation of critical success factor 5 on a consistent basis. The data also indicated principals perceived SREB critical success factor 11 as the least applicable of the factors. Based on the acquisition and use of resources, principals consistently perceived the critical success factor 11 as unbeneficial to their day-to-day functions as a building leader. Confirmation of the quantitative data was evident in the qualitative themes as principals verified the disconnection between critical success factor 11 and the daily operations of the principalship. Recommendations based on the findings included: 1) creating and maintaining an accurate educator database, 2) addressing building level disconnects within principal preparation, 3) addressing preparation concerns of current principals, 4) creating principal pipelines, and 5) continue building upon the well perceived aspects of principal preparation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]