SELECTED CONTENT FROM THE HUMANITIES MAY CONTRIBUTE SUBSTANTIALLY TO IMPROVED PREPARATION OF EDUCATIONAL LEADERS. NEITHER THE SOCIAL SCIENCES NOR THE HUMANITIES ARE SUFFICIENT AS SOURCES OF CONTENT AND SKILLS FOR A TOTAL PREPARATORY PROGRAM IN EDUCATIONAL ADMINISTRATION. THREE MAIN FOCI ACCOUNT FOR MOST EXISTING RATIONALES FOR INCLUDING THE HUMANITIES IN ADMINISTRATOR PREPARATION--(1) A FOCUS UPON THE GENERAL LIBERALIZATION OF THE ADMINISTRATOR, (2) A FOCUS UPON THE VALUES AND PURPOSE-DEFINING SKILLS OF THE ADMINISTRATOR, AND (3) A FOCUS UPON THE CREATIVITY AND ANALYTICAL SKILLS OF THE ADMINISTRATOR. ISSUE AREAS TO BE CONSIDERED INCLUDE THE PURPOSE OF SUCH A PROGRAM, THE NATURE AND EXTENT OF RESOURCES WHICH MAY BE UTILIZED IN THE PROGRAM, AND THE EVENTUAL STRUCTURE OF SUCH A PROGRAM. TESTING THE INCORPORATION OF HUMANITIES CONTENT INTO PREPARATORY PROGRAMS FOR EDUCATIONAL ADMINISTRATORS MIGHT BE BEST ACHIEVED BY UTILIZING A TEAM APPROACH CENTERED ABOUT A NUCLEUS CONSISTING OF A SCHOLAR FROM ONE OF THE HUMANITIES, A PROFESSOR OF EDUCATIONAL ADMINISTRATION, AND A SCHOOL ADMINISTRATOR. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE NATIONAL CONFERENCE OF PROFESSORS OF EDUCATIONAL ADMINISTRATION (TUCSON, ARIZONA, AUGUST 25, 1967), AND WILL BE PUBLISHED IN THE "JOURNAL OF EDUCATIONAL ADMINISTRATION," OCTOBER, 1968. (HM)