The principal's basic tasks in the development of programming for at-risk students are to identify a limited set of program ideas that have potential for assisting a large number of at-risk students without requiring additional resources and to work with faculty members to refine these ideas. The identification of a limited set of student needs becomes the source for program goals. The literature on at-risk students suggests several conditions that underlie at-risk behaviors, including academic underachievement, lack of self-esteem, inability to communicate thought and feeling on an intimate level, limited conflict-resolution and problemsolving skills, and unrealistic life expectations. Some program goals that derive from these needs are to help students achieve academically, demonstrate a positive self-concept, communicate effectively, demonstrate problemsolving and critical thinking skills, and develop a realistic set of life expectations. Once goals are formulated, program strategies and tactics can be developed and work can begin with faculty members on program implementation. The remainder of the article details the steps in this process. 5 references