Leadership development is an important, longstanding concern in career and technical education (CTE). CTE's focus on leadership development has traditionally started in secondary programs, continued in postsecondary programs, and included formal credit and noncredit activities for preservice or inservice CTE teachers or administrators. Because of changes in the nature of work, ethnic/cultural composition of the student body, and public demands on education, a new model of transformational leadership has been advocated to point CTE in new directions. According to transformational leadership theory, the following factors enable leaders to motivate individuals to perform beyond expectations: charisma; intellectual stimulation; individual consideration; and inspirational motivation. Literature reviews have identified "adaptable, open to change" and "visionary" as two key leadership attributes. Successful CTE administrators identified the following on-the-job experiences as helpful to their development as leaders: positions with new/increased responsibilities; special start-up work assignments; handling personnel problems, being mentored, counseled, and supported; and working with a supervisor. The following are among recommendations for improving leadership development efforts: provide careful course structure and direction; allow participants to construct a cognitive leadership model as a basis for activity; provide team-building and on-the-job experiences and time for guided practice; and involve other academic areas in a multidisciplinary approach. The relationship between leadership and gender in CTE has received renewed attention, as have lessons from other areas. (Contains 21 references.) (MN)