Schools and districts throughout the United States are having difficulty identifying highly qualified leaders to fill principal vacancies. Despite the surplus of candidates holding administrative credentials, many are unwilling to pursue the principalship because of the time demands and stress associated with the position. Additionally, high turnover rates as well as a large proportion of principals reaching retirement age have contributed to the difficulties filling principal vacancies. The purpose of this study was to investigate the practices used to increase leadership capacity among potential school leaders. One elementary school principal served as the case study for this research. Data were gathered through interviews and document analysis. Additionally, transformational leadership theory was used to examine means of developing future administrators within a K-6 school. Five practices associated with transformational leadership were examined: (a) modeling the way, (b) inspiring a shared vision, (c) challenging the process, (d) enabling others to act, and (e) encouraging the heart. Findings from this study revealed that the principal increased capacity among future leaders by providing mentoring, feedback, and opportunities to lead hands-on administrative tasks. The principal was always accessible and created a culture that valued developing relationships with school stakeholders. This study can benefit principals and district leaders seeking to adopt a model of leadership development. [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.]