This case study presents a chronicle of events spanning a decade in Kentucky that led to state policy changes for principal preparation and details the response to those mandated changes by professors at the University of Kentucky. Professors' collaborative efforts resulted in a new teacher leadership program and redesigned principal certification program that reflect characteristics of effective preparation programs described in literature. The article closes with lessons learned including a reflection by the author who was an active participant throughout the statewide and university redesign efforts. (Contains 3 tables.)