Socialization within a profession occurs as a result of certain experiences and training that an individual undergoes. Within education, the traditional roles into which individuals may be socialized are teaching and administration. Both of these roles contain within them certain career patterns that are a result of further socialization. This paper examines the socialization processes in school administration, focusing on the positions most likely to be held by midcareerists. To date, research has tended to concentrate on the superintendency and the principalship, but has virtually ignored central office positions. Because central office positions are primarily attained after individuals have acquired administrative experience at the school site with yet a substantial portion of their school administration career remaining, the positions most likely to provide valuable information regarding midcareer socialization appear to be those located in the central office. Therefore, socialization within schools will be examined by reviewing literature dealing with the teacher, the principalship, the superintendency, and central office positions. The socialization processes of school teachers and their respective form of adaptability have been reported by Griffiths, Goldman, & McFarland, 1965, and by Becker, 1951-52. There is a rich source of information regarding the superintendency position in Carlson, 1961, 1971, and 1972. There is also an extensive literature dealing with the principalship position in Bridges, 1965, and Wolcott, 1973. There is, however, no comparable literature dealing with central office administration positions. This report presents a brief review of literature