Based on data from Tennessee, about one in eight schools must fill a principal vacancy each year, and most of those hired are assistant principals (APs). Given the critical role assistant principals play in principal pipelines, the experience and preparedness of APs are of particular interest for understanding the labor pool of future principals and the self-efficacy of incoming administrators. Using a statewide survey of administrators, we examine responses from assistant principals to assess feelings of preparedness across all APs, as well as how levels of feeling prepared vary across factors such as length of time as an AP, responsibilities as an AP, personal demographics, and school characteristics. Overall, we find that most assistant principals (86%) feel prepared to become a principal, but the variation across critical variables is illuminating. First, APsâ€™ confidence in being prepared for principalship is positively correlated with years of experience as an AP. The proportion of APs who feel strongly prepared to become a principal varies by school level, with APs middle schools having the highest proportion (43.19%) and those serving in high school having the lowest (38.8%). This distribution also varies by student poverty quartiles. APs in schools with lower proportions of students eligible for free or reduced price lunch (FRL) were more than 25% more likely report strong feelings of preparedness than those in schools in the top quartile of FRL eligibility. In terms of specific roles and responsibilities that appear to help develop a sense of preparedness, APs feel strongly prepared when they had influence over standards, curriculum, PD, hiring, and budget. Finally, more APs feel strongly prepared when their current principals encourage them to become a principal in the future. Those who feel strongly prepared receive more leadership opportunities from their principals and more one-on-one interactions with their principals. Between now and a spring presentation of findings, we will work with partners at the Tennessee Department of Education to discuss potential recommendations and guidance to district leaders in light of these trends and welcome the chance to discuss implications with education stakeholders in other states.