Leadership has been characterized by particular personal qualities and traits, specifically one?s ability to influence others? thoughts, energies, emotions, feelings, or behaviors within the scope of emergent leadership (Farrall & Kronberg, 1996). Based on self organization patterns of groups, a leader emerges while other group members move into roles that are best suited for their skills and personalities (Cattell & Stice, 1954; Roach, Wyman, Brookes, Chavez, Heath, & Valdes, 1999; Zaror & Guastello, 2000). This study examined the question of whether leaders can be identified through observations in a problem-solving situation where students are assigned to groups where no leader is appointed or designated. In each of six groups, the facilitator and counselor, students, and research observers reached agreement regarding the leader. The existing leadership assessment instruments are largely teacher or selfreport instruments. These instruments often fail to define a specific set of behaviors linked to leadership. Furthermore, none of the instruments specifically assess leadership in an authentic setting. These concerns with current leadership assessment instruments require a new light to be cast.