To learn more about principals’ opportunities for professional learning, the National Association of Elementary School Principals (NAESP) and the Learning Policy Institute (LPI) collaborated on a national principal study. LPI surveyed a random sample of 1,000 principals who were members of NAESP and who were selected to represent U.S. elementary school principals proportionately by state. Many elementary school principals reported having had access to professional development, though most indicated that they face obstacles to participating in professional learning. These obstacles were related to time constraints, insufficient coverage for leaving the building, and lack of funds. Additionally, elementary school principals reported wanting more professional development content related to supporting whole child education, leading equitable schools by supporting diverse learners, and addressing issues of equity in their schools.