The concern about the quality of preservice preparation programs provided for new and aspiring principals in China have led to calls to evaluate current programs through participant perspectives. This paper addresses this research gap by reporting research with participants on one national training program in a Southern province of China. A mixed methods study has been conducted, including survey and interviews, to provide both quantitative and qualitative data. Documentary analysis, including relevant policies and program information, were also included as supplementary resources. The findings show that the program offered a wide-ranging learning spectrum for participants, including comprehensive knowledge construction and a variety of training approaches. It was, however, criticized by the participants for its limited attention to practice-based knowledge and skills, leading to modest engagement and motivation during the learning process and impact on practice. It is proposed that policy makers and researchers may need to develop a more comprehensive and longitudinal evaluation system, that includes participant feedback, to develop and improve existing school leadership preservice-preparation programs.