Studies consistently indicate that the characteristics required of administrators in the performance of their duties are not the characteristics required of students seeking advanced degrees in administration. Consideration of research into the characteristics of administrators, their work, and their training leads to several important conclusions: administrative work requires cognitive skills, managerial skills, and energy; administrator training should be tied to the requirements of the job; school administrators feel they are unprepared for the realities of managerial work; school administrators prefer to be trained by other administrators; learning laboratories could help turn theory into practice; and, while universities are suited to the transmission of cognitive information, other agencies are more appropriate for practical training. The Project Leadership training model attempts to act on some of these conclusions, calling for practicing administrators to train other administrators in 90-minute workshop sessions. The process of developing and testing the training model revealed several problems in the model's format, but also demonstrated values in the collaboration of universities and professional associations in program development; in the involvement of administrators in training administrators; and in the conscious articulation of course work and real life situations and problems. (Author/PGD)