The purpose of my study was to document the leadership development of students enrolled in a college leadership development program. Specifically, I was interested in documenting their preconceptions of leadership, leader identity development, motivation to lead, perceptions of effective leadership, and program takeaways that positively impacted their leadership journey. Using a case study methodology, I gathered data from multiple students currently enrolled in the program and from program graduates. I interviewed 12 participants using a semi-structured interview protocol. I analyzed my data using both inductive and deductive coding. I found the program increased the participants' leader self-awareness and self-efficacy, thereby increasing their confidence in their capabilities to lead and positively impacting their leader identity development and motivation to lead. I also found that leadership effectiveness and individual personal characteristics were essential antecedents of motivation to lead for the participants. Additionally, the program's focus on self-concept as a leader was very influential in the participants' leader identity development. Further, I confirmed that the program's learning outcomes directly aligned with the content application discussed by the participants in their interviews. Lastly, I confirmed the program takeaways associated with program characteristics and activities, skill development, and effective leader characteristics, which provided the most significant participant learning outcomes relating to their future leadership roles. My research has important implications for college-level leadership development programs and other forms of leadership education. [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.]