This book describes and evaluates a 12-month postgraduate program to develop better leadership in urban elementary schools in disadvantaged neighborhoods. Chapter 1 on the program describes 1) procedures for recruiting the 15 fellows (who already had a master's degree and at least 3 years of teaching experience); 2) goals and components of the program in terms of informational and performance objectives; and 3) program details for each section of the program: the fall semester on campus (which included 12 hours of course work and practicum), the spring semester administrative internship with an elementary school principal in a disadvantaged area in the community from which the intern had been nominated, and the summer session back on campus. Chapters 2, 3, and 4 assess student development (cognitive, affective, and performance) as revealed through a variety of tests and evaluation instruments used throughout the program. The final chapter on student appraisal of the program includes assessment done throughout the program and the followup evaluation conducted one year after each fellow had returned to a leadership position in his respective school system. Included is a listing of the most valuable components and procedures: these included the internship semester, the use of block scheduling for campus courses, and the mixture of ethnic groups (Negro, Mexican American, and Anglo) among the fellows themselves. (JS)