Currently, considerable difference exists between learning experiences for school administrators at the pre-service and in-service stages in their careers. Individuals aspiring to formal school leadership roles participate in learning experiences that are part of university-based administrator preparation programs. Those already serving in leadership roles engage in ongoing learning experiences normally referred to as staff development activities. In this article, the authors provide a comparison between these two very different types of learning experiences, suggest the value of "blurring the lines" between these traditional approaches, share a unified model of simultaneous learning for both pre- and in-service school leaders, and highlight the strengths and benefits of this model based on our first cohort of experience with it. (Contains 2 tables.)