The purpose of this qualitative study was to examine how the experiences in a master's in literacy program are preparing teacher candidates to be school leaders and to examine candidates' self-perception as literacy leaders before, during, and after the program. Data sources include surveys, field notes, course syllabi, assignments, and rubrics. Findings suggest that the use of strategies introduced through coursework had an impact on preparing candidates to take on leadership roles. The study also documents how some teacher-candidates develop increased awareness of the role of the reading specialist as leader over time. Some candidates reported that they felt empowered by their new knowledge and skills. Further research is recommended to determine and monitor the program's influence on the candidates' self-efficacy as school leaders intermittently throughout the program. (Contains 2 tables and 1 figure.)