The administrative internship is an important component of leadership preparation programs. In the present study, conducted in 1991–92 at Valdosta State College, Georgia, program graduates had rated the internship among the least rigorous but most valuable of coursework completed in the M.Ed. degree and fifth-year certification programs. Two faculty members in the Department of Educational Administration proposed to evaluate and recommend revisions in the internship experience to increase its rigor without diminishing value. The process and outcome of their use of peer coaching for both professional development and program improvement are reported in this article.
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