This study examined the alignment of the UMT Educational Leadership Program with the Tennessee Administrator Evaluation Rubric, the extent in which its graduates felt prepared to meet each standard of the Tennessee Administrator Evaluation Rubric, and its impact on graduates' preparedness for leadership. Using a mixed-methods design, the researcher analyzed the UMT curriculum through document analysis, surveyed 31 graduates regarding their feelings of preparedness against the administrative rubric, and surveyed 15 graduates who have held leadership roles since graduating. Document analysis linked the program's components to the Tennessee Instructional Leadership Standards and revealed strong alignment with instructional leadership, school culture, and professional growth. The findings showed little to no difference in perceptions based on graduates' school level or geographic setting, and while overall alignment was strong, a slightly lower emphasis on resource management and financial accountability raised questions about whether the leadership program should place more focus on this area. The researcher assessed the effectiveness of the program's field experiences. Implications suggest that while the program effectively supports leadership development, enhancing specific areas and expanding mentoring could improve graduate outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]