Becoming a shool principal is based on some internal and external reasons. Learning about these reasons, trying to understand what teachers’ motive is help us learn about the goal. Namely, a teacher’s efficiency and executive success as a principal is closely related to his/her motivation because the factors arising our emotions and making us move affect our performance towards our goal. The job motivation, performance, and commitment of a teacher, who begin to work as a principal with not internal, instead more external stimuli, may be expected to be low. This qualitative study aims to determine the reasons why teachers prefer to be a principal according to school administrators’ opinions. The study group was consisted of 27 secondary school principals working in Düzce city center in 2020-2021 and chosen with convenience sampling method. Twenty-three schools’ principals were got into contact. 16 of the participants were principals, 11 were assistant principals. Due to the pandemic, school principals were reached by phone, and their opinions were received by e-mail. Descriptive analysis technic was used in data analysis. In conclusion, two sub-themes, which are organizational and individual, related to the reasons why teachers prefer school administration were obtained. In the sub-theme of organizational reasons, the codes of County Directorate of National Education’s offer/insistence, school principal’s insistence/offer, by force, colleague’s encouragement/insistence, school administrators’ negative behaviors as a stimulating force to be a principal, school administrators’ unfair behaviors, and violence of the executive became prominent. Most of these reasons are the extrinsic motivational factors. However, it is known the effects of extrinsic motivators are temporal, more importantly it is more influential to move with intrinsic motivational stimulations. Therefore, administration preferences of teachers should be taken into account in the process of selection and appointment. Selecting teachers who dream of being administrators may lead to more positive results regarding school administration and process. Becoming a candidate for the position of principal to comply with the suggestions of higher agents, not to leave the permanent staff and the school should be avoided. More determined and intrinsically motivated candidates should be included in the election process.