The purpose of this study was to assess the role conflict reso lution behavior of high school principals. The investigation focused on five distinct resolution modes, underlying reason, legitimacy, and sanction variables, and the issue of hierarchical aspects of conflict episodes. Findings prompted development of a reconceptualized model of role conflict resolution. Richard Hatley is Associate Pro fessor of Administration, Foundations, and Higher Education at the University of Kansas; Buddy Pennington is Superintendent of Schools at Brule, Nebraska.