This study applies the Full Range of Leadership Model (Bass & Avolio, 1994), which includes the popular concepts of transformational, transactional, and non-leadership, in a university intensive English program (IEP) with the goal of better understanding effective teacher leadership practices in a TESL context. Fifty-nine pre-collegiate IEP students completed an adapted form of the Multifactor Leadership Questionnaire 5x-Short (Avolio & Bass, 1995). Correlation and regression analyses were used to explore the associations between teacher leadership style, student course satisfaction, and student grades. Across analyses, transformational leadership had the strongest positive relationships with student course satisfaction. More specifically, course satisfaction was most strongly associated with the inspirational motivation factor of transformational leadership and the contingent reward factor of transactional leadership. The inspirational motivation leadership factor was also a significant predictor of student course grades. These findings indicate that teachers should be enthusiastic, establish a vision for their class, challenge students, and use rewards strategically.