Studies of the adult life cycle indicate three identifiable transitional periods within working years in which one must reexamine and renew the direction of life and work. However, research findings indicate the timing and tasks of these vital transitions differ widely for men and women. These findings hold implications for individual and family stability and for sponsorship of persons entering educational administration. Research results repeatedly emphasize the importance of the mentor in career development during the learner's twenties and early thirties. Professors of graduate students need to be cognizant of their potential importance as mentors in supporting capable students' career drives, and need to develop a sensitivity to students' progress in the life cycle. Life-cycle studies emphasize the differences in male and female development. If graduate women students are to achieve high ranking positions in educational administration, special support services are indicated for development of traits commonly associated with being male. For students seeking renewal through administrative programs, experiential learning situations can be vital vehicles for growth. Particularly interesting are internships or apprenticeships and self-directed learning. (Author/MLF)