The professional preparation received by school administrators in developed countries is not necessarily appropriate for administrators in developing areas. There is little disagreement over the need for specialized training for these administrators, but decisions remain to be made concerning the types of training to be selected and the delivery systems to be used. Three administrative skill areas can be identified: technical and operational maintenance skills (those used in developed areas may be transferable to developing areas, with caution); human relations skills (largely untransferable); and conceptual/analytical skills (not yet adequately defined or identified). Training should take place at both the preparatory and ongoing development levels. Inservice and related programs seem best for technical skill training, graduate coursework best for conceptual skill training, and a cooperative approach by universities and local operating agencies best to develop human relations skill training programs. Significant research must be done to determine the needs and current practices of administrators in developing areas, and to establish appropriate theoretical frameworks. (PGD)