In this paper, consideration is given to the modest but developing contribution of theory to the preparation of educational administrators in Britain. The significance of the social sciences to educational administrators is discussed, along with the tension between two views: one that holds that social sciences in general or a particular social science ought to be studied by educational administrators, and another that holds that students ought to choose from the social sciences selected topics and issues that take account of actual situations practitioners will encounter. The author notes concern for two kinds of relevance for administrator education programs: the "problem-based" relevance of courses that apply to the practical problems of everyday administration and the"career-based" relevance of courses that are perceived as relevant to the participant's future career. He maintains that these concerns are unlikely to diminish as environmental pressures become more specific and persistent. It is noted that in Britain there are signs of increased appreciation of the need to expand the effort and resources devoted to research studies aiming to describe and analyze current administrative practice against the backdrop of changing environmental factors. The underlying issue on which the author sees all else to depend is that of developing and constantly renewing the vital two-way relationship between theory and practice. (Author/JM)