The ability to understand and frame problems encountered in practice is a critical skill for school leaders. This paper reports on a study that inquired about the teaching and learning of problem-framing skills in the Prospective Principals Program at Stanford University, a preparation program for school administrators that relies on problem-based learning (PBL) strategies for 40 percent of the curriculum. A literature-based definition of problem-framing ability is developed, and a theoretical rationale for the study is introduced. Incorporating the use of a quasi-experimental study design, the program-framing skills in three successive student cohorts, with graduated levels of exposure to the PBL, are assessed. Analysis reveals that all three cohorts differ significantly in problem-framing ability, associated with their level of exposure to PBL. Qualitative data, collected through a series of student interviews, support the quantitative findings. Problem-based learning experiences are instrumental for developing prospective principals' ability to frame problems in practice. Finally, the paper discusses the implications of the findings for instructional practice and explores ideas for possible future research on the use of problem-based learning in administrator preparation. An appendix contains Subskills in Problem Framing Ability. (Contains 41 references.) (Author/DFR)