Purpose: This article proposes a model that provides one means of making instructional leadership the central focus of leadership preparation. It draws from conceptualizations of teaching and learning as well as organizational and leadership theory to advocate for greater coherence in education leadership programs. Conceptual Argument: We begin the development of this new education leadership preparation model from a traditional foundation of management tools enhanced with organizational and leadership theory. The model moves into more innovative territory by drawing from interviews with four eminent scholars in education (Edwin Bridges, Larry Cuban, Elliot Eisner, and Lee Shulman) and their publications. We suggest a reconceptualization of leadership preparation applying major concepts such as pedagogical content knowledge, educational connoisseurship and educational criticism, and an understanding of leadership contexts. We employ problem-based learning as the primary pedagogy for aspiring instructional leaders. The result is a model that leadership preparation programs might employ, test, and refine in an effort to prepare emerging novices ready to lead instruction in their schools. Implications: Using this model to guide leadership preparation requires substantial reimagining of how preparation programs work. Content will shift toward greater understanding of a range of pre-K–12 subject matter and pedagogy and new roles for education leadership faculty. Segmented instruction as it is commonly practiced is likely to be inadequate to achieve full development of instructional leadership. Consideration of this model ought to lead to fundamental discussions about the nature, purpose, and delivery of education leadership preparation.