The pandemic has amplified and exacerbated many of the existing challenges facing the field of early childhood education and care (ECEC) and forced the field to innovate and change much of what had become the status quo. The McCormick Center has a 30-year history of providing intensive (6-12 months in duration), cohesive (curriculum content is coordinated and builds on previous learning and application), and cohort-based leadership academies. These leadership academies have been consistently evaluated, providing empirical evidence of success in supporting the unique needs of ECEC program leaders, increasing program quality, improving organizational health, and fostering a commitment to ongoing professional growth and achievement. Before the pandemic, the McCormick Center for Early Childhood Leadership received funding to develop and facilitate a seven-month leadership academy for newly-hired center-based administrators. At first, the traditionally designed leadership academy (in-person, off-site, full-day seminar structure) was postponed in hopes of rescheduling when life "returned to normal" for center administrators. Ultimately, the academy was deconstructed and rebuilt to be delivered virtually. The leadership academy evaluated in this study provided the challenge and opportunity to rethink the traditional leadership academy delivery model in ways that accounted for an online and remote learning environment, the impact of a staffing crisis that forced administrators to function as teachers in the classroom to maintain ratios resulting in loss of dedicated time for administrative tasks, and amplified feelings of stress and isolation by participants. Was it possible to transform the traditional leadership academy model into a fully virtual one and still achieve the intended learning and professional outcomes? This brief provides an overview of the revised delivery model of a leadership academy for newly-hired administrators and the empirical evidence regarding its success.