In this research article, the author explores the full-time internship experiences of 32 principal candidates to investigate the administrative activities of the interns. Participants were enrolled in one of three preparation programs leading to a state administrator’s license and master’s degree in school administration. Using daily life methodology, the author found that interns' activities approximated the work of a school principal but varied based on the candidate’s teaching experience, the school level and students served, and their preparation program context. The article includes findings on how interns decided to engage in leadership activities and factors that shaped the internship experience. The author notes that a job-embedded internship offers opportunities for candidates to engage in principal activities, but it does not guarantee that candidates will be involved with all leadership tasks. An appendix shares the electronic survey administered to participants.