Research has found that women remain underrepresented in occupational leadership roles and face barriers well before entering the workforce that inhibit career advancement. This is an important problem to address at the college level because pre-career interventions can help mitigate gender disadvantages and promote future leader development and career advancement. Further, having women in leadership roles is vital to the success of businesses. The purpose of this paper is to review the causes, solutions, existing curricula, and relevant learner characteristics related to this problem of practice. Theoretical frameworks and research-based practices from educational psychology, leader development, and career theory were considered to inform the design of a curriculum that addresses this problem of practice and the needs of pre-career women in upper-division undergraduate and graduate programs. [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.]