The purpose of this qualitative exploratory single case study was to explore how public school assistant principals who self-identified as spiritual leaders experienced, understood, and practiced leadership for the overall success of their schools in the Southeastern United States. Transformational leadership, spiritual leadership theory, and systems theory comprised the theoretical framework in this study. Purposive sampling was used to select 16 assistant principals for this study. The overarching research question was, How might spiritual leadership serve as a paradigm of leadership? Subquestions asked how assistant principals experience, understand, and practice leadership for the overall success of their schools. Data collected were the RSLQ scores, one-on-one in-depth open-ended interviews, focus group interview, and archival data. A thematic analysis was conducted to determine emergent themes from the transcribed interviews. Findings from the study revealed that assistant principals identified as spiritual leaders experienced, understood, and practiced leadership for school success. Assistant principals in one-on-one in-depth open-ended interviews were more forthcoming about their intrinsic motivations than were their more extrinsically-oriented cohorts in the focus group interview. This study is significant for engendering school leaders to foster a collaborative and empowering learning organization. Additionally, school leaders may find spiritual leadership a valuable modality for collective leadership in achieving common goals. [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.]