This paper investigates the relationship between innovative leadership preparation and teacher outcomes, building on prior research on the effects of preparation on leadership and effects of leadership on teacher outcomes by drawing on two different teacher samples (Stanford University-based study of innovative programs and the SASS teacher survey) of 1255 teachers from 32 urban and small city elementary and middle schools, using common SASS items. The results were analyzed using confirmatory factor analysis and structural equation modeling (SEM). The results--which demonstrated a good model fit--show small but significant relationships between more intensive, innovative leadership preparation and teachers' perceptions of how their principals lead and their work conditions and teacher engagement outcomes. The findings are limited to teachers whose principals are newer to the profession and work in urban elementary and middle schools, but show the positive effects of innovative preparation, much of which was based on district-university program collaboration. Policy implications are considered. Appended are: (1) Programs Sampled; (2) Measures and their statistics; and (3) Correlation Matrix. (Contains 13 tables, 4 figures and 1 footnote.) [This paper was commissioned by The Wallace Foundation. For the main report, "Preparing School Leaders for a Changing World: Lessons from Exemplary Leadership Development Programs. School Leadership Study. Final Report," see ED533003.]