The leadership of school principals is widely considered to have a strong influence on the quality of teaching and learning in schools. University-based leadership preparation programs have the responsibility for preparing candidates to serve as school principals and in other leadership capacities. This qualitative study of educational leadership preparation programs examined the content, delivery methods, and other factors that impact program quality based on the practices of five universities nationally recognized for providing exemplary, purposeful programs of study in leader preparation. The qualitative design included interviews, audio recording and transcription, data analysis, description of findings in narratives, and relied on observation and communication to gather data. The narratives yielded common themes and resulting data points. The exemplar programs in instructional leadership were selected as participants based on comprehensive studies of current literature regarding the most effective content and delivery methods implemented in principal preparation programs. Common themes and practices were gleaned from the content of interviews related to content, delivery, and practices that distinguish these programs. The research concluded with the development of a self-assessment instrument designed for program evaluation. The discerning finding was in the extent to which these practices were valued and ingrained of the program.