Much of the literature criticizing university-based school leadership preparation programs concludes that programs are, at best, reluctant to change, a conclusion often based more on anecdotal stories than a more systematic inquiry. This article provides evidence on the extent of change in programs since passage of the "Standards for Advanced Programs in Educational Leadership" in 2002. Chairs at National Council for Accreditation of Teacher Education-accredited schools were surveyed to determine the nature and extent of adoption of design elements associated with effective programs. Descriptive and inferential statistics were used to demonstrate that there has been wide-ranging change in university programs, and that the extent of this change does not depend on type of university or membership in University Council for Educational Administration.