Educational administrative positions are often given to individuals who are hired from outside of a public school district. These individuals are hired for their experience, leadership qualities, and particular expertise. However, it may serve districts well to look internally in their own ranks and promote those persons who possess the necessary leadership skills and dedication needed to administer a school. This qualitative study will examine the merits of internal promotion and succession planning as it pertains to school administration at the building level through the theoretical constructs of place-bound theory and institutional ethnography.