One of the many aims of colleges and universities is helping students to develop leadership knowledge and skills in a global world. This is recognized to be a complex goal that, among other influences, involves identity development and how students understand themselves as leaders. Developing a leadership identity is a multifaceted process that can be influenced by many factors including time, external events, intentional programs and positions, and transitional experiences. This study focuses on leadership identity development for college women, a group that has become a focus of increasing attention in recent years. The study also considers identity development during transitions, such as that thrust upon all of us by the COVID-19 pandemic. In this study, the transitional experience is centered and defined as an event that results in changed roles, relationships, routines, and assumptions.In this dissertation, specifically, I explore how undergraduate women make meaning of their formal leadership experiences during a transition in their personal and/or professional lives, with an emphasis on the process of leadership identify development. The study focuses on students' experiences reported over time during the transition to remote education at the start of and during the COVID-19 pandemic. The findings from this study have implications for higher education practice, college student leadership development, and formal and informal training and development for women leaders on campus. [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.]