To be responsible, educational administrator training programs must take the context of practice into account in program design and execution. Adaptation in content, instructional processes, and support systems are required. The University of New Mexico's Spanish Language Master's Program, which has graduated 127 students, provides a model for relevance in training program design. This program is designed to prepare educational administrators to work within an economy of scarcity where the national ethos is likely to be idiographic, conventionalist, and generalist. Because graduates will occupy senior positions in universities or ministries and professional mobility will be high, courses focus on issues germaine to centralized decision-making bodies, include observational field experiences in a variety of educational institutions, and are general in scope. Sufficient flexibility exists to permit minors. Adaptations in instructional processes must accommodate both faculty/student role reversal to allow display of student expertise and cultural demands for formalism/social distance between faculty and student. Extraordinary support systems are required to provide personal/logistical, bureaucratic/institutional, instructional, social/psychological, and continuing post-program professional services. Beyond faculty commitment and institutional support, changes in power relations are required if the prevailing homogeneity of contexts assumption is to be challenged successfully. (NEC)