This research will examine the dispositions of Instructional Leader Residents/interns (ILR/I's) at a State Department of Education (SDE) mandated redesigned masters principal preparation program at a Predominantly White Institution (PWI). Once the dispositions' findings were tabulated they were compared with the dispositions findings of administrative intern candidates (AICs) at a pre-redesign master's principal preparation program at a Historically Black College or University (HBCU) within the same Deep South State capital. These two universities service areas include the State Capital with average daily membership (ADM) of 33,000 students and competing 17 private/parochial schools with an ADM of approximately 12,000 students. This area's school system has a P-12 school system that has a recent history of notoriously low-performing schools, constantly entangled in the revolving door of the state department of education (SDE) intervention, and it lacks quality leadership. The looming shortage of school leadership presents us with both a crisis and opportunity to redefine what it means to be an instructional leader (Bottoms & O'Neil, 2001). Our aim is to identify the right school leadership dispositions to create mentor models that meet the many challenges facing school leadership.