This paper proposes that problem-based learning (PBL) can serve as a cognitive apprenticeship in administrator-preparation programs. The paper presents an overview of PBL and its application in the administrator-preparation program at the University of Connecticut. The initial training in group processing for students enrolled in the program is described. Two examples of actual PBL projects, including their planning and execution, are presented. One vignette describes a simulated-problem project on technology, and the second details an authentic-problem project. Finally, reflections are offered regarding the roles of instructors and the challenges encountered in using a PBL approach in educational-administration programs. Problem-based learning is based on the following premises: (1) The starting point for learning is a problem; (2) the problem is one that students are likely to face as professionals; (3) students need knowledge organized around problems rather than disciplines; (4) students, individually and collectively, are responsible for their own instruction and learning; and (5) most of the learning occurs within the context of small groups other than lectures. (Contains 29 references.) (LMI)