This paper describes the recent creation at a western Canadian university of a distance-delivery Doctor of Education in educational leadership and administration that was developed in response to ongoing requests from the field. A rationale for the design of the program is presented based on the need for national and global graduate study networks that are accessible, affordable, and sustainable, and consistent with the boundary-breaking leadership development model offered by Robertson and Webber (2002). Pedagogical and practical considerations--such as content articulation, staffing, supervision, financing, support infrastructures, and access--are highlighted in relation to the strengths, limitations, and politics of distance-delivery technology-mediated formats for senior graduate study.