This quantitative study used survey research methods and job choice theory to investigate the factors influencing educators to pursue leadership certification in preparation for the principalship and determine how the leadership certification rule changes in Georgia have impacted educators who aspire to become leaders. Educators’ perceptions of the overall attractiveness of the principalship and their job intentions, specifically their likelihood of seeking, being offered, and accepting a leadership position in the foreseeable future were investigated using the Principal Job Survey (Barksdale, 2003; Pounder & Merrill, 2001). Descriptive statistics and a series of hierarchical regression models were employed to analyze the relationship between the independent variables (objective, subjective, work itself, school context, and critical contact), demographic variables, Georgia educational leadership certification requirements, and the dependent variable, the job desirability index. Results indicated several significant predictors of willingness. Specifically, subjective and work-itself job choice factors, educators’ probability of obtaining certification under GaPSC rules, and probability of obtaining Tier II certification only. Implications reveal the additional cost and time requirements of current Georgia certification rules heavily influence educators’ willingness to obtain leadership certification, emphasizing the importance of policymakers acknowledging the challenges of these requirements and considering incentives to attract and retain quality leaders. Keywords: Educational Leadership; Leadership Certification; Principalship;