Purpose: The purpose of this paper was to conduct a critical analysis of the origins and implementation of problem-based learning in educational administration as a window into the limitations of this approach and more generally administrator preparation. Design/methodology/approach: The author reviewed the published work of the originator from 1970-2009, as well as his preparation program for principals, and evaluated his approach primarily in light of two perspectives, emotional labor and positive emotions. The paper probes the utility of using these sociological and psychological perspectives in studying and understanding the emotional side of administration through interviews with principals. Findings: The major finding of this analysis was to question whether sufficient attention is being paid to the emotional aspects of administration in problem-based learning in particular and administrator preparation programs more generally. The analysis reveals several areas where more attention should be paid, and provides some insight into the nature of mental and emotional labor of principals. Originality/value: The paper combines two theoretical approaches in a novel way to raise a series of questions that can be used to evaluate programs for preparing administrators in terms of a critical, but for the most part neglected, area--the emotional side of administration. For those who choose to incorporate this facet of administration into their preparation program, the author describes an approach that might be used. (Contains 5 notes.)