This study investigated agricultural leadership development programs within the U.S. land-grant university system, initially launched by the W. K. Kellogg Foundation in 1965 and currently offered by 38 universities nationwide. Despite their widespread adoption, these programs often lack explicit integration of leadership scholarship and may overlook key elements of leader development from academic research. Using document analysis, program director interviews, and program graduate focus groups, this multi-case study investigated two state leadership programs' inclusion of leadership scholarship in program curricula and program graduate perceptions of impacts on their leadership practice. The Integrative Theory of Leader Development and Knowles' Adult Learning Theory framed the study. Findings showed that both programs supported leader development through experiential learning, intentional participant selection, and networking. The diversity of participants' backgrounds enhanced peer learning and self-awareness. However, differences in curriculum focus, particularly regarding agriculture advocacy, may influence the development of leader identity and self-regulation. Programs created supportive environments, prompting cognitive conflict and perspective shifts crucial for leadership growth. Study findings highlight the importance of structured experiential activities and diverse cohorts in agricultural leadership programs. They offer insights for others seeking to develop or enhance leadership programs serving agricultural leaders and their communities. [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.]