This paper describes how one North Carolina state university redefined its educational leadership program after facing state demands to alter leadership preparation. Concurrent with other national initiatives to reform preparation of school leaders, this initiative was designed to rethink the purpose and function of leadership preparation. After reorganizing the school of education, launching a revised masters of school administration (MSA) program, and combining three programs (the Ed.D., MSA in educational leadership, and Ph.D. in cultural foundations) under one department, the department began a review of the programs. A departmental statement of beliefs was developed to examine program elements; this manifesto helped articulate core beliefs and build understanding and connections between the leadership and faculty. Issues of course content and pedagogy, writing and research, hiring practices, and admissions practices were examined. The paper offers the redesign of an Ed.D. internship as one example of how the manifesto was implemented. The internship is built around a series of activities that involve--shadowing, participation in practice, advocacy, and critical reflection. All of these are designed to provide students with an opportunity to experience leadership and reflect upon its consequences. (Contains 19 references.) (SM)