This qualitative study seeks to illuminate the leadership stories of classified staff who participated in prototype leadership development courses in a Southern California school district. Interviews with eight participants revealed that leadership development impacts classified employees' perceptions of leadership, but few support staff members felt that they were intentionally called upon by others to lead. Other themes included the influence of immigrant family experiences on employee perceptions of leadership, and the values of humility, reflection, and service to others as part of leader identity. The researcher recommends that school districts and schools extend leader pipeline opportunities for certificated staff to classified employees. Further, the researcher recommends that Institutions of Higher Education (IHEs), such as community colleges or universities, partner with school districts to offer leadership development opportunities. The researcher utilized narrative inquiry technique to explore the leader identity narratives of the support staff whose work often occurs behind the scenes in schools and school districts. The researcher engaged in three structured interviews with each of the participants resulting in short narratives of the lived experiences of supervisors in schools such as front office, custodial crew, childcare center, cafeteria, and behavior intervention. The study pioneers the use of leadership narratives of support staff to shape understanding of how classified staff participating in leadership development programs see themselves as leaders. [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.]