THIS STUDY WAS AN ATTEMPT TO REMEDY IN PART THE PRESENT DEFICIENCIES IN EDUCATIONAL PROGRAMS FOR CHILDREN WITH LEADERSHIP POTENTIAL. A SAMPLE OF 45-70 KINDERGARTEN CHILDREN WERE STUDIED IN A TWO-PHASE PROGRAM. THE FIRST 2-YEAR PHASE WAS DEVOTED TO EXPERIMENTING WITH METHODS OF ASSESSING LEADERSHIP BEHAVIOR AND WITH SPECIFIC EXPERIMENTAL IMPROVEMENT METHODS IN THE PRIMARY GRADES. IN THE SECOND 2-YEAR PHASE, ATTEMPTS WERE MADE TO ENCOURAGE LEADERSHIP BEHAVIOR BY THE SYSTEMATIC INTRODUCTION INTO THE CURRICULUM OF LEARNING EXPERIENCES THAT ARE DESIGNED TO INCREASE LEADERSHIP BEHAVIOR. THESE LEARNING EXPERIENCES WERE DRAWN FROM EXPERIMENTS CARRIED ON IN THE FIRST PHASE AND FROM PROCEDURES DESCRIBED IN RESEARCH AND EDUCATIONAL LITERATURE. THE LEARNING OF LEADERSHIP IS NOT AN IMPORTANT FORMALIZED PART OF THE SCHOOL PROGRAM, AT LEAST NOT OF THOSE UTILIZED IN THIS RESEARCH. CHILDREN ARE HARDLY CONSCIOUS OF ITS OCCURRENCE. THEY ARE PREOCCUPIED WITH THE ACADEMIC PROGRAM TO A MUCH GREATER EXTENT THAN THEY ARE WITH LEADERSHIP AS SUCH. THE LEARNING OF LEADERSHIP IS INCIDENTAL TO THE FORMAL LEARNING OF THE REGULAR CURRICULUM. IT WAS FELT TO BE IMPORTANT, HOWEVER, THAT THOSE CHILDREN WHO DO EMERGE AS LEADERS BE TAUGHT THE COMPLEXITIES OF LEADERSHIP. (JL)