Grand Valley State University (GVSU) in conjunction with the Grand Rapids Michigan Public Schools (GRPS) collaborated to implement a Wallace Foundation Grant Program designed to develop urban school leaders. The theoretical constructs of the program were evident in the research on leadership and change. This research formed a basis for the customized program content. Three major constructs were explored: (a) characteristics of effective leadership, (b) change and communities of practice, and c) adults as learners. The program coordinated state standards, integrated district initiatives, and provided the aspiring leaders/candidates with skill sets that could be transferred to current and future settings. The program was created around a cohort model, with participants who were carefully selected for leadership development. The GRPS district leadership chose the participants based on their potential for successful urban school leadership. The implementation of the program by GVSU faculty was based on a unique team teaching approach. The instructional team members were selected based on their urban school leadership experience and their highly successful collegiate teaching experience. GVSU faculty prepared a customized course of study for the cohort participants. Ultimately, the course of study was designed to lead the participants toward a Master's Degree in Educational Leadership or Educational Specialist Degree. There was an expectation that all cohort participants would complete (a) a degree-seeking program, (b) the required courses needed to obtain Basic Administrator Certification, or (c) a Michigan Central Office Endorsement. All aspiring leaders/candidates had a customized planned program prepared for them, outlining how they would be able to complete the course of study A survey of participants at the conclusion of the program strongly indicated the value of the cohort model in their development of skills to be effective urban school leaders. At present, approximately 90% of the cohort participants either remain or have been promoted as urban school administrators. (Contains 1 figure and 1 table.)