In today's world, Principal Preparation Programs (PPPs) need to be innovative in helping principal candidates be more prepared to lead in changing times, but first, they must receive certification successfully. Completing the Praxis exam is the final requirement to gain certification as an instructional leader in Alabama and is often a stressful time for many. A mixed-methods study was conducted to investigate the problem of principal candidates struggling with the Praxis exam and find ways to support them by utilizing retrieval practice using the theoretical framework of Transfer Appropriate Processing (TAP). An invitation to participate was sent to all students in their last course in the instructional leadership program at one university. Then 30 participants were randomly placed into one of three cohorts: testing, testing with collaboration, or random. Online practice exams were purchased through a small seed grant. Quantitative data consisted of scores from online practice tests at three testing points. A significant difference was found between the practice testing and random groups. Qualitative data from an open-ended survey at the end of the experience revealed that participants increased their confidence and test-taking strategies and found the experience to be positive in preparing for the exam and their future leadership. The implications for PPPs are many, including the importance of providing students with opportunities for retrieval practice and collaboration. This helps not only with the testing situation but also in increasing their ability to transfer knowledge to novel situations similar to what they will face in the complex field of leadership and be better prepared to lead in changing times. Exploring innovative and virtual options for practice and collaboration is also needed for PPPs to meet the needs of online students today and help ensure they are ready to lead schools in times of change.