A most important theme that should be stressed in preparation programs is the leader's articulation and cultivation of a vision of learning that honors the three purposes behind the mission of public education--development of skills, understandings, and dispositions for: (1) participation as a citizen in a democratic society; (2) employment or successful further education; and (3) personal human flourishing. Besides all the lessons schools have to teach in their co-curricular, counseling, and student life programs, the learning of the academic curriculum should be seen as a primary contributor to those three areas of learning. Prospective educational leaders need to consider that the pedagogical approach to these three areas of learning might, in most instances, "begin" with the significance of particular curriculum units to learners' personal flourishing, for that is the most important and immediate concern for them (though not for testing companies). To be sure, the expression of human flourishing may very well involve critique of and resistance to the picture of the world presented in the curriculum unit, seen by the students as distorted, biased, unintelligible, or oppressive. Human flourishing requires resistance to a perspective that demeans or excludes the learners' humanity. Teachers should help learners uncover the reasons and reasonableness of that resistance. In any event, placing the connection between the curriculum unit and learners' struggle to create their identities and to understand how "their" world works might considerably energize the other two important learning concerns. As they address their role as leaders of learning in their preparation programs, prospective leaders need to be challenged to explore in greater depth how the learning process must give greater attention to citizenship and personal flourishing concerns within the current, exclusive policy emphasis on academic learning.