Many educational philosophers and researchers have argued the importance of including ethical study and reflection in educational preparation programs, both for prospective teachers and administrators. Among other potential benefits, a moral foundation allows educators to evaluate current practices and assess their work amidst a seemingly never-ending onslaught of instructional fads, trends, methodologies and ideologies. This article presents one approach which may help educational leaders develop a moral grounding for their work. By teaching students the ethical concepts of character, emotion and logic, and simultaneously making them aware that these abstract concepts function at theoretical, practical, and wise levels which are at times contradictory and at others conciliatory, leaders might enter the field better equipped to act with ethical orientation. Engaging in reflective practice and problems-based learning activities designed to challenge their growing understanding of ethos, pathos, and logos, and supporting each individual's creation of a coherent ethical system which can direct their decision making processes, educational leaders at all levels may well be prepared for the moral imperative of leading schools into the 21st century.