A program was conducted to train 20 experienced teachers and administrators from school districts in Southern Appalachia as agents of change in entry-level administrative leadership positions in the districts from which they have been recruited. Leading to a master of science degree with a major in educational administration and supervision, the program covered 15 months full-time spanning a summer, a full academic year, and the following summer. Included were a human relations laboratory (sensitivity training), selected field problems, simulation, an intensive humanities "live in" seminar, an academic year-long behavioral science seminar, and seminars in change agency, decision making, and group processes. Other experiences included two short-term internships in the home district during the 15-month period, an organized program for the development of strategies for implementing needed changes in the home district. Results of a test battery administered before the program indicated a group well above average in academic potential and ability with a slightly better than average achievement record, a reasonable competence in general English skills, a strong conceptual ability, with a tendency toward dogmatism in its attitudes. Reaction to the program by both staff and fellows was "overwhelmingly favorable," with the "live in" humanities seminar and human relations laboratory ranked as major strengths. (JS)