The purpose of this study was to investigate the relationships between K-12 school leadership program graduates' descriptions of their coursework and internship preparedness in the Interstate School Leaders Licensure Consortium (ISLLC) Standards among three modes of instruction (online, hybrid, and face-to-face) and their scores on Parts I and II of the School Building Leader (SBL) and Parts I and II of the School District Leader (SDL) licensure assessments. Descriptions for preparedness in the internship and coursework for the six ISLLC Standards were contrasted by online, hybrid, and face-to-face instructional groups and by gender. Online, hybrid, and face-to-face instructional groups' SBL (Parts I and II) and SDL (Parts I and II) assessment scores were also compared, along with those of males and females. Furthermore, the relationships among ISSLC Standards coursework and internship preparation, prior years of school employment, age, current status as a school administrator, and both parts of the SBL and SDL assessment scores were investigated. A survey was adapted from the Impagliazzo (2012) study to measure participants' perceptions of their level of preparedness in the ISLLC Standards during their school leadership preparation program coursework and internship. The survey was distributed to 638 graduates of a K-12 school leadership preparation program in New York State, with 86 graduates participating. Independent samples t tests showed females scored higher on coursework preparedness for the ISLLC Standards compared with males. Paired samples t tests found females scored higher on their coursework preparation than on their internship preparation. One-way analyses of variances (ANOVAs) found no significant differences on the coursework and internship preparation for the ISLLC Standards among the three modes of program instruction, with the exception of online and hybrid preparation for Managing Operations and Financial Accountability. Independent samples t tests found no statistically significant differences between males and females on the New York State School Leadership Assessments. Four ANOVAs found no statistically significant differences on the School Leadership assessments of graduates from the face-to-face, online, and hybrid programs. Four correlation analyses found weak relationships among internship preparation for ISLLC Standards One and Four with Part II of the School District Leader Assessment. Findings from this study supported previous studies showing online school leadership preparation programs were at least as effective as traditional face-to-face programs. The findings also contradicted prior research, in that coursework preparation for school leadership preparedness was ranked higher than internship preparation and these differences were based on gender. [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.]