This paper argues that at the heart of administration, there lie moral dilemmas in need of resolution. In the field of educational administration, no graduation requirement exists for completion of an ethics course. This paper describes an ethics course designed for doctoral cohorts in educational administration. It is argued that educational administrators must take the time to work through their personal and professional codes and also spend considerable time comparing and contrasting them. The course exposed graduate students to traditional and nontraditional ethics, giving them the opportunity to place their own codes in perspective. The paper also highlights the pedagogical implications of teaching an ethics course in educational administration and the different approaches used by two different instructors for the same course. The paper provides a brief overview of the course content and describes the two professors' backgrounds and teaching pedagogies. The course was based on self-reflection, peer review, and careful content analysis, and dealt with a combination of liberal democratic ethics, liberation theology, critical theory, and feminist ethics. (LMI)