Successful principal succession and recruitment is important for placing the right people in th right schools. The impact of principals on schools, particularly in relation to the delivery of successful student outcomes, has been extensively researched, discussed and evaluated (Fullan, 2015). However, principal succession and recruitment has been, and remains, a relatively neglected area of research (Striepe, 2010). This study applied a school strategic architecture framework developed by Davies (2003) to investigate links between principal succession and recruitment and the overall strategic architecture of the respective school. The research reported in this thesis consists of three educational case studies drawing data from three Christian schools located in Queensland. It examines the retrospective accounts and relevant documents provided by the members of the school boards involved in recent principal recruitment and selection processes. I locate my research at the intersection of three fields of inquiry: school strategic architecture, principal recruitment and selection processes; and school governance practices. This qualitative study investigated the important event of appointing a new school principal. However, nothing in education is simple. The recruitment of a principal has been recognised as a very significant responsibility for the members of the governing board. To capture the complexity of such decisions, the analytical framework chosen drew on the pivotal work by Davies and his colleagues on school Strategic Architecture (2003). This model was utilised as a lens through which to investigate the recruitment and selection experience in each site. Through the development of a case study approach for each site, the researcher provides a rich reconstruction for each site, of the polices and processes leading up to and including the final decision of appointment of a new principal. It was then possible to compare across the cases, identifying the significant similarities and differences for each in their succession and recruitment approaches. This study is of particular value in identifying and analysing policies and processes that may be considered best practice for conducting principal succession and recruitment in schools. The findings highlight two key areas of focus when governing boards undertake principal recruitment in their schools. First, the newly appointed principal must be a good fit to the culture and values of the respective school. Second, the newly appointed principal should possess the personal and professional qualities to establish strong relationships with key stakeholders in the school community. Two elements were identified in this research that were not explicitly depicted in Davies’ Model. These elements were Trust and Socialisation. One further key element within the area of Strategy in Davies’ model was identified in this research, yet not explicitly depicted in the model. This element was Legacy. The findings from this study offer recommendations for schools undertaking a principal succession and recruitment journey. The study also makes recommendations for further study. These findings contribute to the current paucity of research in this area of educational leadership.