This paper examines the charismatic behaviors and traits entering graduate students bring to their training as future educational leaders and explores the differences in gender, age, marital status, position held, and sibling ranks of entering graduate students regarding charismatic behaviors and traits. The exploratory descriptive study examined two groups totalling 85 students enrolled in an introductory leadership course at a medium sized midwestern university. The primary instrument used was the 30-item Charisma Potential Scale administered after students had completed an educational session involving a discussion of charismatic leadership and an examination of charismatic traits of famous leaders. It was concluded that: (1) entering master students choosing to become educational leaders possess identifiable charismatic behaviors and traits; (2) there are no significant differences in charismatic behaviors and traits by individual gender, job position, and sibling ranks; and (3) age factors can influence charismatic behaviors and traits of the individual since younger individuals tended toward higher charisma potential scores. Contains 13 references. (GLR)