School administrators from three mid-Atlantic cities were surveyed regarding the levels of emphasis given to components from their university-based leadership preparation programs. Three components--ethics, equity, and community engagement--are explored for this article due to their influential relationship with school response to changing demographics. Using a sliding scale, participants indicate that tasks related to all three components were emphasized in their programs, with ethics highlighted the most and community engagement highlighted the least. Negative statistical significance was found between the independent variable, "time since program completion," and the components "equity" and "ethics." This indicates that those who completed their programs longer ago perceive less emphasis on the two components. An analysis follows on how educational leadership program standards may influence what programs emphasize.