Results of a study of a pilot program exploring the application of reflective practice to educational administration are reported in this paper. The program goal was to create a design studio for the development of reflective practice among educational administration students. To accomplish this goal, the design studio provided explicit instruction and experience in applying theoretical, empirical, and experiential knowledge to practical problems. Expert practitioners coached students through the processes of problem solving and definition as they developed action plans. This process of cognitive coaching focused on school problems rather than on traditional subjects of study. Six coaches who were practicing school administrators were selected from the faculty of the Department of Educational Administration at the University of Utah to supervise graduate students enrolled in a seminar on the principalship. Program evaluation involved document analysis, participant observation, exit interviews with students and coaches, and review panel assessments. Findings demonstrate the need for coaches' training and practice in reflective and inductive questioning, fixed prerequisites for a student-focused design studio, continuous program evaluation, and provision of specific learning cases. (30 references) (LMI)