Issues in preservice preparation of Canadian school administrators, with a focus on the effectiveness of a principal certification course implemented by the Ontario Institute for Studies in Education (OISE), are described. A review of current preservice practices in Canada concludes that traditional programs are issues oriented and lack conceptual frameworks and a clear conception of the school administrator role. An evaluation of the OISE program based on experience and extensive course evaluation data attributes success to outcome-oriented delivery strategies that meet participants' needs, encourage reflection and clarify the administrator role. Nine recommendations based on principles of effective preservice delivery practice advocating a "research-driven" approach are offered. Appendices contain the course syllabus and evaluation. (26 references) (LMI)