This special issue of the "Journal of Research on Leadership Education" presents the findings resulting from a set of studies focused on understanding how leadership preparation standards were used, by whom, and to what end. In addressing these questions, the authors reviewed how standards were used by program faculty, professional associations, states, and accrediting bodies; conducted in depth explorations of two key standards-wielding entities, licensure and accreditation; and developed exhaustive reviews of the literature informing both the content and features of educational leadership preparation. Collectively, these pieces of scholarship informed and shaped decisions concerning the forthcoming National Educational Leadership Preparation standards. Perhaps more importantly, they make clear that leadership standards, licensure, preparation, program design, and accreditation are integrally related, and as such, should be treated in a systematic way.