Recent state policies demand universities restructure principal preparation programs. Mandates, though unfunded, provide an opportunity for universities to engage representative stakeholders who benefit from context specific instruction. This article demonstrates how professors in one research university used collected programmatic information and surveys to invite representative partners to participate in the design process. This article utilizes Barnett, Hall, Berg and Camarena's (1999) levels of involvement framework to discuss how principal preparation program faculty moved from formation toward a collaborative partnership within one academic year. This article concludes with potential next steps where research may inform practice, namely providing rural school administrators opportunities for ongoing professional development and an increased programmatic focus on community engagement.