It is a common public perception that schools are failing to perform their fundamental mission; in the public eye, the responsibility for this failure lies with the administrators leading the schools. Consequently, there has been a litany of criticisms of the programs that prepare administrators, particularly programs located in major research universities. This document presents a detailed analysis of: (1) the specific criticisms directed at administrators; (2) the attitudes, knowledge, and skills required to meet these criticisms; and (3) the instructional strategies, principles, and structures most likely to produce them. Problem-Centered Instruction (PCI) provides an alternative approach to administrator selection and training that focuses on the collaborative solution to practical field problems. Key concepts of this instructional method include recruiting students in a cohort group that will proceed though training as a unit; focusing instruction in each subject area on the implications of that content for the thematic problem; and using computer conferencing for continuing collaborative problem-solving, for class discussions of substantive issues, and for written class assignments. In April 1989, the University of Michigan field tested an educational administrator training program based on the PCI approach; currently, a cohort group of 19 has been admitted into the experimental program. (79 references) (KM)