This paper discusses the critical elements and offers corrective models of effective administrator preparation programs. It argues that such programs should promulgate the learning or "why" of theory, the "what" of research, and the "how" of practice. Only concomitant coursework in the liberal arts, the behavioral sciences, and research welded to clinical practice experiences can best attend to the development of necessary "why" (theoretical), "what" (research), and "how" (practical) administrative skills for future administrators. (JAM)