The field of education has recognized that intensive clinical experience constitutes an ideal learning model. Fellowships in education were accompanied by large amounts of money in demonstration projects. Two costly national programs designed to move highly qualified persons into top administrative positions fell short of their goal. Internship/fellowship programs have developed at secondary and college levels and in many fields. Two questions that should be considered are: who should design and coordinate fellowships, and what can be done to "defend" the public from substantial input to the decision-making process by unofficial interns and fellows? A benefit of the fellowship experience is that it provides exposure and visibility that would take longer to achieve in the conventional classroom setting. Fellows gain a perspective of what top leaders of institutions are like and what they do. At the present time, fellows are usually granted to the graduate or, in a few cases, to mid-career individuals. Fellows usually see themselves as initiators of plans and find most of their satisfaction in their own achievements. Personal attributes characteristic of fellows are discussed. A social change dimension of fellowships is that they provide special access to a large proportion of minorities and women, which helps dismiss myths about the general suitability of persons and groups previously excluded. (SW)