Although considerable evidence confirms that a director with good leadership and administrative skills is vital for developing and sustaining a high-quality child care program, many directors assume the role with little management experience or training. This paper reports on a training program in Canada that combined a formal curriculum to increase director administrative knowledge and skills with a mentoring component emphasizing peer support and collegial learning, delivered in a way that enabled participants to continue working full time. The participants in each of the 28 locations across the province formed study groups with facilitators and held monthly three-hour meetings for a year. During the meetings the participants and their facilitators discussed specific aspects of center administration and their implications for practice. Between meetings participants engaged in self-reflection, shared reflective journals, and worked as a group or in pairs on assignments such as doing a critical analysis of a case study. Graduates showed significant improvement in their administrative practice as measured by the PAS (t[57] = 4.31, p