A concern among those scrutinizing postsecondary programs in educational administration is the relationship among the academic and theoretical components of the programs, field-based experiences, and future on-the-job success. This paper examines the efforts of an educational administration department at Valdosta State College, Valdosta, Georgia, to evaluate its program in terms of this relationship. The department's review began with a focus on how field-based experiences could be used to structure program sequence and content. The review expanded to an examination of educational purpose concerning constituent needs and educational reform pressures. Ongoing evaluation and restructuring of the field experiences have been based on student evaluations, as well as professional judgment and state mandates. This report recommends that, in addition, use of the following program assessment techniques would reveal gaps in course offerings that should be addressed. First, the course competency analysis matrix should be developed. Second, adopting a more formal evaluation mechanism would enable supervisors to assess the utility of field experiences in developing administrative personnel and providing in-school support. This feedback could assist faculty in determining the perceived validity of requirements and how these perceptions affect field experiences, course content, and program sequence. Finally, extended followup studies of graduates could provide predictive validity for many competencies considered to be important. These beginning efforts to answer school reform requirements may bridge the theory-practice gap. (CJH)