Problem-based learning in educational administration preparation programs is increasingly the focus of university departments, professors, presenters at symposia, and the literature in the field. This increasing attention, while appropriate, creates the need for additional reflection before organizations move ahead with problem-based learning programs. Important issues to consider include determining what content to cover, whether all required content is covered, and how the question of expertise is addressed. Problem-based learning typically stresses the importance of integrating "knowing" and "knowing how," and does not prejudge relevant content. This approach raises concerns among members of governing boards and faculties about whether problem-based learning programs ensure coverage of the appropriate content. Program implementation requires that the faculty learn about problem-based curricula, a key cadre of enthusiasts be developed, the dean's support is offered, and students understand the uncertainties that may arise. In problem-based programs, the nature of the teacher-student relationship changes, with teachers working more as facilitators and provider of resources than purveyors of knowledge. Student assessment and program evaluation are extremely important and require a review of objectives to ascertain desired outcomes. Educators at McMaster University in Canada developed objectives for problem-based learning, including making students active partners, increasing the perceived relevance of content, focusing on conceptual understanding instead of rote memorization, and scheduling less time in the curriculum. (TEJ)