In this dissertation, I develop an instructional design strategy for emerging young adult leaders (EYAL) in the Swaziland Leadership Academy (SLA). The study was prompted by my desire to evaluate and improve the learning within the SLA. In Part I, I review literature related to adult education, the Swazi epistemological context, and instructional design, leading to a contextualized instructional design known as ubuntugogy. In Part II, I explain the use of a phenomenological case study, including archival research, census survey, semi-structured interviews, and focus group. These methods lead to data concerning the learning, transfer, and impact of the SLA in the lives of the students as well as unique descriptors of EYAL in the SLA. The data suggests learning needs for EYAL include spiritual formation, self-leadership, servant-oriented leadership, and leadership principles. Data shows delivery of these learning needs is most transformative in the context of experiential learning. In Part III, I integrate the learning needs with ubuntugogy as instructional design. An organizational change analysis and strategy is included in order to move the SLA learning into an ubuntugogic model. Although a contextually designed instructional strategy, ubuntugogy can be applied to similar contexts throughout Africa and around the world. [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.]