This paper recounts one instructor's importing action research into teaching to improve a Tier II Professional Administrative Services Credential program at a public university in California. The state and local context is described, why and how the action research was conducted, and the lessons that emerged about what advanced students need, prefer, and value are included. The findings of this case are of interest to leadership preparation faculty in general, and specifically to those faculty redesigning credential programs to compete with the growing number of newly authorized non-university credential paths. (Contains 3 tables.)