The purpose of this paper was to explore the role and purpose of school administrators in international schools and obtain data helpful in redesigning principal preparation programs. An ethnographic case study was designed to obtain perceptions of issues related to leadership, curriculum, teachers, students, and parents in two U.S. accredited international schools located in Colombia, South America. The study provided a comprehensive picture of school administrators and their perceptions of their roles and how their former principal preparation programs affected their leadership skills. Additionally, results provide insights helpful in redesigning principal preparation programs to prepare global leaders. This ethnographic study also interjects the researcher's personal experiences as a graduate of an international school, a teacher with experiences both in U.S. and Colombia, and finally as an administrator in the U.S.