In this speech, the author asserts that training educational administrators has historically tended to fall within the practitioner-intellectual continuum. As a result, programs have followed one of two models: the "prescriptive" and the social science, with an unjustified dichotomy between theory and practice. The authors have, therefore, attempted to reconceptualize the issue, describing, in particular, the doctoral program for the training of educational administrators at the University of California at Riverside. A socialization framework is presented contending that values, norms, and required behavior patterns are acquired through processes. The process advocated is based on an analysis of occupational identification. According to the authors, the training of educational administrators should, therefore, take place in the context that would be most likely to produce the acquisition of academic and field values. Such a context would require the concurrent utilization of field (the school district) and university resources. (Author)