The purpose of this qualitative, narrative research study was to examine the perceptions of school social workers and their ability to serve as transformative Social Emotional Learning (SEL) leaders in public school settings. The study is significant because there is limited existing research from the perspective of a school social worker. The research applies a transformative leadership lens and transformative SEL leadership tenets to participant responses. "Methods:" Participants engaged in a semi-structured interview process and answered questions about school processes, procedures, and policies, which provided support or barriers to their transformative SEL work. "Results:" Factors influencing the SSWs' transformative leadership were identified as a) organizational structures, b) discipline policies and practices, c) communication, d) building relationships with families, e) community engagement, and f) professional identity. The identified factors demonstrate how clarity of roles and the SSW professional identity are critical to the success of their leadership practices. SSWs shared the challenges they face when helping school staff understand the SSW's role and how they are able to contribute to the school ecosystem. Participants reflected on the need to improve their capacity to serve as transformative SEL leaders. The results summarize the influencing factors and provide recommendations for further study as well as implications for school districts to limit the underutilization or undervaluing of SSWs in the public school setting. [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.]