This final report discusses the activities and outcomes of a program at the University of Oregon designed to address the ongoing need for leadership personnel who are experts with infants, toddlers, and preschool-age children who are at risk or have disabilities and their families. The program was designed to prepare a minimum of 10 doctoral students over a six-year period. Students received comprehensive training in 11 competency areas including special education, early intervention/early childhood special education, interdisciplinary team collaboration, assessment/evaluation, supervision, clinical skills, program development, policy development, instructional skills, research and evaluation, and writing/dissemination. Leadership qualities of self-evaluation, effective communication, incorporation of feedback, initiative, responsibility, decision making, time management, and professional involvement were addressed. The program's comprehensive evaluation yielded outcome data in two areas: student progress and program objectives. During the six years of the program, 1994-2000, 17 students participated. Nine of the students have graduated and seven are employed in the area of early intervention/early childhood special education in higher education. Five students are currently enrolled in the program, are making good progress, and plan to graduate. The report discusses program goals and objectives, theoretical framework, training model, program outcomes, dissemination activities, and future activities. (Contains 14 references.) (CR)