In this dissertation, the researcher analyzed transformational leadership practices among college-level educators from Mexico and the United States, considering the variables of cultural background, age, and gender. The primary research question addressed whether Mexican and U.S. educators differ in their engagement with transformational leadership practices. Additionally, the study explored potential differences in leadership behaviors based on gender, age, and the interaction effects of these variables. The researcher utilized a quantitative approach for this dissertation. Surveys containing the Global Transformational Leadership scale (Carless et al., 2000) were distributed to Mexican and U.S. college educators. A Three-Way ANOVA was conducted to analyze the data of the 252 participants. Preliminary findings suggest that gender has a significant impact on the transformational leadership behaviors of Mexican and U.S. college educators, with female participants scoring higher than their male counterparts. However, the variables of cultural background, age, and the interaction effects of cultural background, age, and gender do not have a significant impact on the transformational leadership behaviors of Mexican and U.S. college educators. These findings contribute to the literature regarding transformational leadership and offer practical implications for global leaders and organizations. This study aims to provide valuable insights for future research to expand upon. [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.]