This paper describes part of a study (Kraus 1996) involving 25 school administrators who attended one of five administrator preparation programs at four New England universities. The study addressed research questions regarding perceptions of administrators' job preparedness and how components of formal training programs (i.e., internships, mentoring relationships, reflective practice, and student cohorts) prepared school leaders for their jobs. The findings include discussion about the advantages and disadvantages of student cohorts, the key role of reflection within a program, the authenticity and connectedness provided by internships, and the importance of mentoring relationships. It offers a training model called the Strategic Model for Administrator Preparation, which integrates adult learning principles and cognitive psychology theory. The model views administrator preparation as a lifelong learning activity and prepares future educators to be reflective thinkers. Components of the model include situated learning, modeling, coaching, reflection, articulation, exploration, and authentic assessment. One figure is included. (Contains 35 references.) (Author/LMI)