This study examined the experiences of administrative interns at the completion of their experience, using a phenomenological framework, document analysis, semi-structured interviews and a survey. Findings indicate a disparity between theory espoused in programmes and actual practice of sitting administrators, ideological dissonance between traditional theories of leadership and the more contemporary theories taught in preparation programmes, a level of frustration regarding inconsistent implementation across school districts and time pressures to complete hours. (Contains 2 tables.)