The problem is that undergraduates' perception of leadership which may affect their levels of work readiness upon graduation are not clearly understood. Undergraduates' perception of leadership is not being heard, which may present a problem in their work readiness, along with what adequate skills are needed for a successful transition into the work place upon graduation. For the benefit of undergraduates' perception of leadership and their work readiness, it is paramount to have a working knowledge of leadership's concepts, theories, and adequate skills that are needed to succeed in the workplace. The purpose of this qualitative case study was to understand how and why undergraduates' perception of leadership may affect their work-readiness upon graduation. An overview of theory to this study's problem, purpose and research questions were anchored through theoretical research of leadership theories in recent scholarly literature as a guide for data collection and analysis. This study was significant not only to understand how and why undergraduates' perceptions of leadership may affect their levels of work readiness upon graduation but also to inform educators of what students need to be confident and ready for leadership in the workforce. Understanding undergraduates' perceptions of leadership to work-readiness is a starting point for determining the complexities and intricacies in enhancing an encouraging and receptive environment that safeguards all undergraduate students may find academic and employability success. The researcher mobilized data collection with semi-structured interviews and open-ended questions and allotted data into themes for codes and themes. The findings from twenty participants perceptions of leadership predicted dimensions of transformational, transactional and situational leadership's attributes. Undergraduates perceptions of work readiness upon graduation were a concern to eleven out of twenty participants. The results from this research study will be used to inform current and future educators and develop plans on helping undergraduates develop a wider sense of being work ready upon graduation. Lastly, outcomes bring to attention that while the focus of this research was on undergraduates' outward view of leadership in others, a recommendation in future research would involve a more introspective view of how undergraduates perceive leadership within themselves. This would allow further research to explore and understand a deeper sense of undergraduates' views and self-reflections of how they embody their ability to lead. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]