Hundreds of innovations have been introduced in schools, yet many are often abandoned or altered; they do not achieve anticipated outcomes. School principals are recognized as key influences in the process of change within their schools, with numerous factors and behaviors influencing the success of change efforts. This study investigated the relationship of dogmatism and locus of control to change proneness in innovative and non-innovative school principals. Mailed questionnaires were used to collect data from 53 principals and 358 teachers. Scores on locus of control and dogmatism were obtained from the Opinion Scale developed by Kleiber, Veldman, and Menaker (1973). Change proneness scores were determined by the Inventory of Change Proneness (Miller, 1967). Significant relationships were determined by correlations and multiple linear regression techniques.