A review of the research, state legislative mandates, and education department requirements (Levin, 2005; Hess & Kelly, 2005; Marzano, Water, & McNulty, 2005; N.C. House Bill 536, 2007) shows different demands for the redesign of principal licensure programs. Program redesign always has some sort of catalyst. However, just because there is a catalyst does not guarantee that a redesign effort will yield the kind of product that either external or internal forces desired or foresaw. This case study addresses three questions: What forces served as catalysts for program redesign? How were those forces perceived by the faculty involved? What insights can be gained from studying the catalysts for the redesign efforts of a particular faculty? The Conceptual Framework for this case study and the redesign is presented.