Findings of a study that examined the effect of participation in Danforth Foundation-sponsored principal training programs on participants' perceptions of leadership and administrative behaviors are presented in this paper. The field-based program aims to increase minority representation in educational leadership. Interviews, on-site observation, and document analysis were conducted to follow six participants in three universities as they moved from a classroom teacher to a school leadership role. Five of the six individuals returned to classroom teaching assignments rather than to administrative positions. Findings indicate that: (1) candidates perceived as highly capable leaders enhanced their skills; (2) candidates developed broader definitions of leadership; (3) the cohort organization and mentoring practices were critical forms of personal and professional support; and (4) participants developed insights into a variety of professional roles. Recommendations are made to develop proactive strategies for recruiting highly capable candidates, create induction support systems, and provide supportive inservice education that offers a proactive perspective of leadership. A conclusion is that informational school leaders are an important resource for enhancing the overall quality of schools. (Contains 18 references.) (LMI)