Findings of a study that examined the nature of transformational leadership in 10 Canadian secondary schools are presented in this paper. Interviews were conducted with all of the principals and vice-principals and a sample of department heads in 10 secondary schools identified as successful in implementing change. This paper presents findings from two of the schools, both located in Ontario. Findings indicate that in both schools, there were many leaders involved with change initiatives and that leadership was not tied to any level or position. The following practices associated with transformational leadership were exhibited: identifying and articulating a vision; providing an appropriate model; fostering the acceptance of group goals; setting high performance expectations; providing individualized support; and providing intellectual stimulation. Principals and department heads played the most visible leadership roles, while vice-principals tended to support change as embedded in the efficient operation of the school. Overall, teachers' interests focused on their classrooms. Change initiatives in both schools were influenced by external influences, such as the school board, the community, and the provincial Ministry. Two figures and one table are included. (Contains 51 references.) (LMI)