The use of belief statements, or leadership platforms, may have uses and advantages as a pedagogical strategy beyond those cited in the literature. Some of the other uses of leadership platforms are described here. The paper details uses of the platform, pedagogical benefits of the platforms that are based on current theories of learning, and students' reactions to the development of their own platforms. The inquiry is qualitative in nature and contains descriptions of the pedagogy accompanying the use of platforms in an educational administration classroom. It also details how the instructor benefits from its use. The instructor's assumptions about how students benefit from such an approach, combined with interview data drawn from five former students, are presented to enrich the data. The paper focuses on checking students for understanding, encouraging each student's "voice," the effect of the platform on learning, what the learners think, helping students learn, constructing unique meaning, creativity and relevant learning tasks, social interactions and communication, and future use of the platform. It is hoped that students will be encouraged to revisit and update their belief statements. Contains 10 references. (RJM)