This paper focuses on the emerging role of practitioners, students, and professors in the preparation of school administrators. The first section provides an overview of the Connecticut Administrator Preparation Program (CAPP), a 2-year program based on core modules/courses, reflection sessions, and internship experiences. The second section describes the emerging roles of school practitioners, who participate in recruitment and selection, program development and evaluation, coteaching, student assessment and placement, and curriculum development. The third section examines students' roles. Data were derived from three surveys of a total of 17 CAPP participants; the average survey response rate was about 50 percent. A majority of the students reported that the internship and cohort experience were the primary differences between traditional programs and CAPP. They also placed high value on active student participation and opportunities for reflection. The fourth section describes faculty roles, which revolve around structural consideration, student supervision, program development, and teaching. Contains 9 references. (LMI)