This paper describes a 2-year program in the School of Education at California State University, Los Angeles, that integrates the issues of educational administration and special education for culturally and linguistically different children. The program results in a new pool of bilingual administrators (Spanish, Korean, and Chinese) who hold both a master's degree and a regular administrative credential. The paper concludes by arguing that the emergence of special populations with special needs is not a phenomenon confined only to California; thus, given this climate of cultural change and transition, school administrator preparation programs must adapt to meet the emerging needs of new populations. (JAM)