One principal preparation program in Illinois experienced severe turbulence following the statewide redesign of all principal preparation programs. Myriad problems contributed to a cascading turbulence that negatively skewed stakeholder perceptions of program quality. In addition, the program failed two national accreditation submissions and faced the looming deadline for a final submission attempt. Using the conceptual framework of Turbulence Theory, this self-study illuminates how the program leveraged the accreditation process to quickly lower the turbulence level. Accreditation brought focused reflection and improvement, resulting in program stability, improved program outcomes, and full national recognition. Principal preparation programs are encouraged to use accreditation for collaborative reflection, study, and improvement.