Since the 1950s some educational researchers have argued for a strong focus on problem solving in administrator-preparation programs. This paper discusses two types of problem-based learning (PBL)--simulated and authentic. It discusses various PBL concepts and presents two vignettes used during the 1995 and 1996 academic years at the University of Connecticut's Department of Educational Leadership. The first vignette was a simulated-problem project involving the integration of educational technology in a school district, and the second involved an authentic-problem project in a magnet school program. Each project's planning and scheduling activities, setting, sequence of project activities, culminating activity, and assessment are described. The paper argues that because PBL is situated, involves group problem solving, and deals with highly complex problems, it helps students transfer learning to the work place. Both simulated and authentic PBL offer students opportunities to transfer declarative and procedural knowledge to work-place settings. (Contains 32 references.) (LMI)