This phenomenological and exploratory-based qualitative case study seeks to understand the lived experience of transitional kindergarteners in a mindfulness-based classroom. The purpose of this inquiry is to explore a possible connection between mindfulness and relational styles of leadership in a transitional kindergarten class. Children are not typically viewed as leaders and the existing body of research in both the fields of mindfulness for children in public education and early childhood leadership development remains highly understudied. The intention of this inquiry is to explore leadership as a relational rather than a purely individual construct, with an emphasis on utilizing tools for self-regulation and emotional literacy to foster relational qualities (e.g., emotional and social intelligence and prosocial behavior) beginning in early childhood. What the researcher was most curious about was the social and emotional capacity of this young population being trained in mindfulness so as to better understand their relational dynamics throughout a unique developmental trajectory. The researcher acknowledges the public education system's good intentions and efforts to train "tomorrow's leaders today," though she speculates the focus may be misdirected with promoting task-centered productivity instead of people-centered leadership, thus unintentionally perpetuating a role confusion between managers and leaders. The ultimate hope for this inquiry is to begin expanding societal understanding of leadership to include elements of relational capacity to prepare and train young leaders for the 21st century. This inquiry explores the possibility of leveraging the "window of opportunity," a period of neurological restructuring during the prekindergarten year, to plant the seed for initiating the development of relational leadership capacity through a mindfulness-informed practice, especially if practiced over time during students' school experiences. The main inquiry question is as follows: Do relational leadership qualities (emotional and social intelligence and expressions of prosocial behavior) emerge from a mindfulness-based transitional kindergarten classroom, and if so, in what scenarios? The inquiry is informed by the literature in relevant areas of early childhood development (specifically the transitional kindergarten population), mindfulness (specifically in education), and leadership (specifically relational styles). The theoretical framework for this case study draws from relational leadership theory. [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.]