In this article, we work towards developing a signature pedagogy for educational leadership preparation programs. A signature pedagogy that engenders theory-building processes and leadership practices includes complex case studies, inquiry-centered internships, collaborative and interdisciplinary leadership institutes, and continuous assessments that inform reflection on the efficacy and purpose of preparation programs. Our stance acknowledges leadership work as an ethical and moral craft that draws from conceptual and abstract knowledges, engages in ongoing critical-reflective inquiry, and is practiced within diverse school-community environments embedded in a larger social political milieu. Furthermore, our proposal envisions University-based programs developing and nurturing relationships with students, districts, and communities over a significant period of time in order to support the development of public intellectuals and transformative leaders capable of advancing systems of human care. (Contains 3 figures.)