The purpose of this study was to determine the impact of the continuous improvement of the leadership program on the outcome of graduate students. The study compared the SLLA Praxis scores obtained prior to the redesign of the 31 leadership competencies of the leadership program to the data retrieved after the program design. The practices of the Educational Leadership Program were also examined to determine the effectiveness of the program. This mixed methods study evaluated the alignment of the 31 leadership competencies with the Interstate School Leaders Licensure Consortium (ISLLC) and the Tennessee Instructional Leadership Standards (TILS). The document analysis revealed that the university's redesigned Educational Leadership Program based on the 31 leadership competencies was aligned to the ISLLC and TILS standards. Further, there were no significant differences in student scores before and after the redesigned curriculum based on the 31 leadership competencies. There also was no statistically significant relationship found between the SLLA Praxis scores and the GRE. A statistically significant relationship was found between the SLLA Praxis scores and the MAT. One notable finding had no statistically significant relationship between graduate interview scores and SLLA Praxis composite scores after the redesign. The qualitative data analysis demonstrated major findings about the leadership program which were: building effective leaders includes a strong faculty, mentorship opportunities, field experiences, and the embodiment of the 31 Leadership competencies, as well as factors impeding leadership development: course delivery, poor quality field experiences, and gaps in learning in the 31 Leadership competencies. [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.]