Issues in designing and implementing a collaborative field-based and problem-centered principal preparation doctoral program at Virginia Tech are discussed in this case study. Implemented in 1989 to replace the old certification-driven principal-preparation system, the program's key components include collaborative planning, program delivery, and evaluation; a modular, integrated curriculum grounded in theory, research, and practice; internships at two different school levels and one business or agency; and diverse instructional delivery systems. Following a description of the program, five explanations are offered for incorporating change. Nine program assumptions are outlined, some of which include a focus on practitioners, continued development, participative decision making, cooperative instruction, and faculty development. The planning process regarding program requirements, delivery, and evaluation is described next. A conclusion is that although questions remain, the program is becoming more responsive to faculty, participants, and school system needs. (LMI)