This article reports on a study that inquired about the teaching and learning of administrative problem-framing skills in a problem-based learning (PBL) administrator preparation program. A literature-based definition of problem-framing ability is developed and a theoretical rationale for the study, based on elements of a social-psychological framework, is introduced. Employing a one-group pretest–posttest design, the problem-framing ability of students in one program cohort was measured prior to exposure to any PBL experiences and again at the end of their preparation program after repeated exposure to PBL. A statistical analysis reveals students’ problem-framing ability improves significantly over time, associated with their level of exposure to PBL. In postprogram qualitative data, graduates suggest PBL preparation develops their ability to frame problems encountered in practice. Finally, the implications of the findings for instructional practice and future research on administrator preparation are explored.
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