The purpose of this paper is to present the rationale and specifics of the redesign of a university educational leadership program in Florida. The recommendations of university faculty, principal input, and research suggest a need for embedded Authentic learning into university curriculum. Research conducted by Johnson (2016) suggested that principals in Florida and Georgia believe that overall university educational leadership programs prepared them. However, participating principals identified theory as an area that did not prepare them. In addition, principals stated that they prefer job-embedded authentic learning. There is an ongoing debate on principal preparation (Levine, 2005; Hess and Kelly, 2007; Boyland, Lehman, and Sriver, 2015). This paper offers insight into principal preparation through the lens of the program redesign.