The focus of this qualitative case study was to examine the pre-COVID-19 church attendance decline of all generations in the United States. The problem addressed in this qualitative case study was the current church exodus among multiple generations of attendees and its impact for church leaders. The purpose of this case study was to examine church leaders' perceptions of how seminaries and graduate program studies prepare leaders to serve intergenerational congregations. The frameworks for this qualitative case study, Wheatley's relationship and Burn's transformational models, captured the focus of belonging and change. The qualitative case study was completed through questioning 11 participants who were church leaders in three northeastern Ohio houses of worship. The researcher used field notes and a recording device to collect interviewed data. Data was later coded and analyzed using NVivo 12 to identify common themes. The data collection process was centered around the overarching research questions: (1) What are the perceived educational needs for church leaders who serve intergenerational congregations? and (2) What are the church leaders' perceptions of the conflicts to the church's mission and vision while serving intergenerational congregations? Findings of this qualitative case study confirmed the majority of data provided by preceding studies. Results highlighted church leaders' high value of theological studies, including a wish list for support and a focus on technology for the ministry. Findings reported issues of conflict including lack of cross-pollenization, and the 'spiritual but not religious' conversation. Church leaders were not overly concerned with decline in membership, stating God is in control and they will serve who He sends. Yet, church leaders expressed that the church would die if young people didn't return. This study suggests strategies and practices Christian higher education faculty can use to prepare future church leaders to serve intergenerational congregations. Future practices could include (1) churches financially supporting their church leaders interested in seminary (2) student mentoring during and after seminary, and (3) inviting seasoned church leaders into classrooms. Future researchers may consider (1) revisiting study with extended denomination viewpoints (2) interviewing parishioners (3) examining faculty perceptions of teaching on intergenerational congregations. [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.]