This paper describes an innovative course in educational administration and presents students' reactions to the experience. The class was based on the constructivist perspective, which emphasizes the individual's construction of reality through dialogue, observation, writing, and reflection. The class was organized to focus students on the purpose and meaning of schooling and administration, utilizing the concept of the classrooms as microworlds, or "communities of inquiry." The course, which was based on self-directed learning and critical thinking to encourage students to take risks in a safe environment, used student teams to design "new concept" schools. Feedback from students was very positive; they requested that they be allowed to remain together as a cohort throughout their masters' degree program. However, the department was unwilling to accommodate the change. (LMI)