A persistent and pressing problem in higher education is the "us versus them" mentality between faculty and administrators. Although the tension between faculty and administrators can have a healthy dimension (promoting the advice and consent of shared governance), by and large the tension is unproductive because it is based on misunderstandings about what the mission of higher education is and what roles faculty and administrators play in fulfilling that mission. Much of the animus could be greatly diminished if faculty were given the opportunity to learn about higher education administration before they become faculty members. Indeed, insights into higher education administration could help prepare future faculty members to be not only more effective faculty members but also more effective administrators. In this chapter, the author offers suggestions about how doctoral programs might provide a full-orbed view of professorial life, including administrative work, not only to prepare those who hope to become professors to perform well in all that they are required to do as professors but also to provide them insight into university life as a whole. His position at the outset is that doctoral programs in general fail to prepare their students adequately for full-orbed professorial life, and in making suggestions about how to remedy this failure, he addresses the professorial roles of teaching, service, and collegiality as they intersect with administrative work.