This chapter from Contemporary Approaches to Dissertation Development and Research Methods discusses why and how the University of Illinois at Chicago has implemented an alternative Culminating Research Experience (CRE) for practitioners earning their doctorate in Urban Education Leadership. The authors address the challenge of distinguishing between academic and professional doctorates and the challenge of improving principal preparation programs and then introduce the purpose and rationale for UIC’s dramatically redesigned CRE for Ed.D. candidates. The authors discuss the structure and design of the capstone project as a cycle of inquiry, and how action research aligns with program goals and the needs of practicing principals.