This paper focuses on the philosophical implications of assessment methodologies by describing problems that occurred during internship programs for school administrators in Louisiana. A state conference internship's guidelines lacked a formalized learning contract for participants. At the time, more teachers sought access to administrative positions than were available, and many interns believed that their field experience would not provide adequate preparation. Current intern programs established by school districts do not utilize ideas generated by university research. The report recommends that state government support school boards and universities in development of methods for controlling the selection and retention of school leaders. To achieve improved education, universities must realize that they have inadequately addressed their methodologies, particularly the methodological problem of assessment. The paper presents brief case studies of six student interns' experiences to demonstrate the concepts related. The case examples are verbatim accounts of interactions among intern, sponsoring school administrator, and university supervisor, and illustrate how administrator attitudes toward the profession affect interns' learning experience. The conclusion is that, although much professional effort has resulted in development of administrative internships, the effort has not been directed toward a unifying philosophy of how the internship should function. (CJH)