The Ashland University's superintendent licensure program had not been revised and updated for the last several years. With all of the educational reforms in the first part of this new millennium, there was a pressing need to redefine and develop the overall program and courses embedded in it. An action plan was set up to carry out several steps to redesign and develop the program format, course syllabi, assessments, course delivery modes, and overall course schedule. Through the collection and analyses stakeholders' feedback, review of comparative universities' preparation programs, alignment of state and national leadership standards with course content, and the investigation of current research of program development, the redesign of the superintendent licensure program and courses emerged. The new program unveiled a series of course and standards-based content that will provide a relevant, updated school leader preparation program for tomorrow's superintendents. The program design process investigated students and faculty members' input related to the superintendent licensure program and courses' purposes and direction. The objectives of the process were to seek and secure the most important knowledge and skills sets that 21st century school superintendents need to possess in the program's courses and content in order to align with the state and national leadership standards, and to fully prepare these educators to assume a superintendent's position.