This qualitative study of four executive doctoral programs for experienced educational leaders examines the relationship between specific program features and learning opportunities for students. I found that the weekend format, cohort model, and professionally grounded curriculum and assessments provided important opportunities for reflective practice and the development of personal and professional relationships. The space and time facilitated by the program structure and schedule gave participants the opportunity to develop relationships and build trust, which allowed them to have more in-depth discussions from varied perspectives and challenge one another's preconceived notions in order to see workplace issues from multiple perspectives. Additionally, professionally grounded curricula and assessments provided students with multiple avenues for reflection through which to test new ideas and solve problems in their practice as educational leaders. My findings have important implications for how executive programs can facilitate the development of practicing professionals and ultimately impact the organizations they lead. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]