An online survey (using forced-choice and open-ended questions) of faculty at two university-situated degree-granting leadership preparation programs revealed that the faculty describe critical connections for developing leadership capacity: theory-practice nexus, university-based learning and "real-life" experience, and nurturing deeper faculty-to-student and faculty-to-faculty relationships. The faculty perceive that accreditation, certification, and licensure requirements have more influence over curriculum than legislative or local regulation; they voiced concerns about future impacts, although they did not identify current negative repercussions. The faculty reported doing reasonably well addressing contemporary domains of adult learning and development and social-emotional dimensions of leadership. Institutional supports are needed for furthering connections, holistic preparation, and practice. (Contains 2 tables, 1 note, and 8 figures.)