This article describes the impact that coursework related to Virginia Commonwealth University's inaugural EdD program had on a public school administrator; particularly how the Carnegie Project for the Educational Doctorate's (CPED) working principles continue to play a role in solving "Problems of Practice" in an at-risk school long after degrees have been awarded. Specific examples of K-12 issues are given, along with thoughts on how the interventions put in place were influenced by the coursework, fieldwork and ultimately, the dissertation of practice which resulted from participation in Virginia Commonwealth University's inaugural CPED influenced EdD program.