Sport has the unique ability and power to develop leadership skills in athletes. However, scarcely has research focused on how the lived experience of being a collegiate student-athlete shapes one's leadership identity. The purpose of this phenomenological study centers specifically on the leadership identity development of Division I student-athletes who have completed the VOLeaders Academy, a year-long leadership development program at the University of Tennessee. The following research questions guided this study: (1) what impact does the VOLeaders Academy have on the development of a student-athlete's leadership identity; (2) how do VOLeaders Academy participants articulate the influence sport has on their leadership identity; and (3) how did the VOLeaders Academy experience affect the student-athletes' ability to be a socially responsible leader. The study sought to gain in-depth knowledge of how the VOLeaders Academy impacted former participants' leadership identity, how they view their platform as a leader, and the capacity to create positive social change as a leader. Data collection for this qualitative study consisted of interviewing nine former participants of the VOLeaders Academy about the essence of their experience. As a result of findings, themes were constructed that center on process driven leadership, emotional intelligence, growth mindset, broadened worldview, the power of human connection, sharing of leadership, and servant leadership. As athletic departments seek to prepare student-athletes more effectively and efficiently for life after sport, these findings provide insight into the impact leadership development training has on the holistic development of student-athletes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]