The purpose of this qualitative descriptive study was to explore how educational leaders in the Northeast region of the United States describe the influence of their childhood experiences and attachment styles on their current leadership behaviors. Bowlby's attachment theory provided the theoretical framework for the study which aimed to address how do educational leaders describe the influence of their childhood experiences on their current leadership behaviors in the workplace, and how do educational leaders describe their attachment styles as influencing their current leadership behaviors in the workplace? The State Adult Attachment Measurement (SAAM) was used to screen potential participants and identify attachment styles to ensure each attachment style was represented. The sample consisted of 10 educational leaders, including principals and district leaders. The study utilized individual semi-structured interviews and participant reflective journals for data collection. Using Braun and Clarke's reflexive thematic analysis procedures, seven themes were generated and included the influence of involvement in extracurricular activities, interactions with positive role models, exposure to adverse childhood experiences, experiences as an older sibling, experiencing healthy and dysfunctional relationships with caregivers on leadership behaviors and the ways in which attachment styles developed during childhood experiences manifest in current leadership practices. Findings and results of the study can be used to support the improvement of professional development opportunities focused on educational leadership. [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.]