This paper reports the results of a 5-month study of 4, self-selected Problem-Based Learning (PBL) teams taking a leadership capacity-building course in the Educational Leadership Program in the Graduate School of Education and Information Studies at UCLA. Twenty-six students in the course were divided into five teams of five to eight members each. Efforts were made to ensure that team members were equally distributed on the basis of professional experience, age, gender, and ethnicity. The group dynamics of each of the four teams are summarized. At the end of the course, students completed a variety of quantitative and qualitative team-assessment instruments, including a two to three page self and other behavioral assessment. Members of three of the four teams reported general satisfaction with the PBL process. Members of these teams communicated well with one another, shared their knowledge and skills, and adopted distributed leadership patterns. In the team reporting an unsatisfactory experience, students complained of poor communication among the members, lack of participation by one member, and the emergence of a leadership pattern dominated by two members. Faculty efforts to improve the effectiveness of the "dysfunctional" team were ineffective. While the study provides interesting insights into team dynamics, questions about the reasons for differential team member perceptions and intervention efforts to improve team interaction patterns remain unanswered. (Contains 15 references.) (PKP)