Principal preparation programs are designed to create and prepare effective school leaders. These programs pursue many pathways to achieve this goal. This study highlighted the significance of framing this pursuit around the Educational Leadership Council Standards (ELCC; Wilmore, 2002) and Malcolm Knowles' (1970) adult learning theory. In essence, the students entered the researcher's class as adult learners with two goals. They wanted to develop a better understanding of educational leadership. They also wanted to enhance their preparation to become school principals. The researcher facilitated these goals by engaging the students in ELCC-driven, self-directive learning activities. Each activity developed the students' "Self-As-Student" and "Self-As-Teacher" interpretations of the role of the principal. Consequently, the students developed the emerging "Self-As-Principal" voices needed to serve as school leaders. They also became lifelong, self-directed advocates of voicing their opinions on educational leadership.