Educational administration preparation programs increasingly are using cohorts, particularly as a way to teach diversity issues. Cohorts are groups of students who go through a 1- to 2-year study program together. The special characteristics of adult learning, the need for acknowledgement and use of experience, the different learning techniques, the active involvement in learning, and the need for affiliation can all be integrated in cohorts. Gender, ethnicity, and social class are important considerations in creating cohorts. The four most common components of cohort programs are initial development activities, reflective seminars, individual learning opportunities, and long-term involvement. Initial development activities help form bonds and teamwork. Reflective seminars integrate theory and practice and allow students to share insights from their work and other experiences. Personal learning plans can be developed during individual learning opportunities. Finally, many cohorts continue contact with each other long after they have left the program. Cohorts are also a good method for teaching diversity issues. Members of cohorts can learn about each other's different backgrounds and experiences. They can also engage in formal study together on diversity issues. Three diversity subcategories (gender, ethnicity, and social class) should be considered in organizing cohorts and diversity instruction. (Contains 40 references.) (JPT)