The purpose of this qualitative case study was to examine perceptions of East Tennessee State University (ETSU) cohort members on the experience of redesigning the leadership preparation program requirements. Particularly, cohort participants in the Greene-King cohort were chosen by an admission process to participate in a grant program as governed by the Southern Regional Education Board (SREB) in partnership with ETSU and local school agencies in Greeneville and Kingsport. The ETSU Department of Educational Leadership and Policy Analysis (ELPA) in the Claudius G. Clemmer College of Education collaborated with Kingsport City and Greeneville City school districts to redesign educational leadership programs. The SREB partnership initiative was eventually part of a broader effort designed to improve the quality of principal training throughout the state of Tennessee. This research was designed to document the Greene-King cohort member experience of redesigning leadership program expectations and outcomes. Moreover, the descriptive case study was an attempt to assimilate student perceptions of the effectiveness of cohort participation and the emergent design aspect of program expectations as they relate to leadership preparation. This research reinforced the view that the emergent design can provide for more meaningful participation on behalf of learners. Six research questions guided this study and qualitative data derived from the focus group interview and document reviews of cohort member reflection journals were analyzed. Results indicated that Greene-King cohort members were provided more meaningful school-leadership development experiences due to the following: emergent design of curriculum, meaningful and relevant internship experiences, mentoring, and collaborative learning within the cohort.