Increased class sizes and advising responsibilities are the new realities in California's graduate programs of Educational Administration. In order to effectively meet new challenges, professors must make adjustments in venue, plan meticulously, utilize technology, distribute leadership, and implement alternative grading systems. This is a particular challenge to new professors, many who are former K-12 public school administrators. Adult instructional practices such as peer reviews, working meals, continuous movement and breaks, guest presenters, and alternative assignments must be implemented. Finally, alternative grading and assessment practices such as student/professor performance agreements can leverage a large class human resource component. By modeling effective leadership with large classes while utilizing sound principles of adult learning, professors can effectively impart the skills and dispositions vital for new school leaders in the current educational environment.