This article provides a descriptive case study of the process used at one of North Carolina's public universities to respond to a state-mandated "revisioning" directive for educational leadership preparation programs. The case provides an overview of the state educational leadership policy context, discussion of state and local support offered, examination of circumstances that facilitated or hindered program redesign and implementation, discussion of the faculty revisioning process, comparison of pre- and post-redesign program features, and the relationship of the redesigned program to recommended educational leadership preparation program guidelines. (Contains 1 table and 1 figure.)