The purpose of the study was to examine the required core curriculum and mission statements from the top 50 graduate schools of five different professional healthcare programs [occupational therapy (OT), physical therapy (PT), nursing, speech-language pathology, and audiology programs]. The research questions were: 1) Do healthcare program curricula include leadership course offerings? 2) Do speech-language pathology and audiology program mission statements reflect leadership readiness? 3) Do leadership curricula in healthcare programs align with program mission statements regarding leadership readiness? The first hypothesis was that speech-language pathology and audiology programs are less likely to include leadership courses within their curriculum than other healthcare graduate programs. The second hypothesis was that speech-language pathology and audiology graduate program mission statements are less likely to reflect leadership readiness. The third and final hypothesis was that the healthcare graduate program curricula and graduate programs' mission statement data align. The study employed a mixed methods design. The healthcare graduate program curriculum or course sequences were quantitatively analyzed. The graduate programs were identified regarding the leadership key words and thematic text sets. The researcher developed a thematic text coding guide, and it followed the "Reading, Willing, and Able" Leader model developed by Keating et al (2014). The researcher qualitatively analyzed the healthcare graduate programs' mission statements with the ATLAS.ti software program. Statistically, the curricular data was analyzed via chi-square analysis. The researcher utilized a chi-square analysis to test for a categorical relationship between the different graduate programs and leadership curricula. A 5 x 2 chi-square analysis was conducted to determine a relationship between program and response (Yes/No). Chi-square was expected to indicate significant differences between the "Yes" versus "No" responses in audiology, speech-language pathology, nursing, PT, and OT. The obtained chi-square statistic was 91.7898 with a p-value of < 0.00001. Therefore, the result was significant at p < 0.05. Based on this statistic, the researcher determined that there was a significant relationship between the variables. Therefore, speech-language pathology and audiology graduate programs are less likely to include a leadership component within the graduate program curriculum, X[superscript 2] (4, N = 250) = 91.7898. p < 0.00001. Additionally, an overall percentage was calculated for each of the different fields of graduate study to determine the percentage of schools offering a leadership component within their core curriculum. The descriptive values revealed that 68% of nursing, 82% of occupational therapy, and 42% of physical therapy graduate programs included a leadership component. Whereas, only 12% of all audiology and 6% of all speech-language pathology graduate programs had any leadership component. The ATLAS.ti software program was employed for the qualitative analysis of the leadership codes across the different healthcare graduate programs. The results revealed, in terms of relative overall frequency across the five other fields, OT (37.35%) had the highest percentage of codes throughout the mission statements, followed by PT (22.52%), then nursing (17.22%), then speech-language pathology (12.58%), and finally audiology (9.93%). Additionally, a 2 x 2 chi-square analysis was conducted to determine the relationship between the mission statement and a priori leadership codes and responses (Yes/No). If an a priori code was observed, it was counted as a "Yes" response, and if an a priori code was not observed, it was counted as a "No" response. The chi-square analysis was expected to indicate that there was a significant difference between the "Yes" versus "No" responses in the combined speech-language pathology responses and the combined other healthcare programs (PT, OT, nursing). The obtained chi-square statistic was 21.8742 with a p-value of < 0.00001. Therefore, the result was significant at p < 0.05. Based on this statistic, the researcher determined that there was a significant relationship between the variables. Therefore, speech-language pathology and audiology graduate programs are less likely to include the leadership a priori codes within the graduate program mission statements, X[superscript 2] (1, N = 250) = 21.8742. p < 0.00001.The study's findings agreed with the researcher's hypotheses. Speech-language pathology and audiology graduate programs do have fewer leadership offerings throughout their curriculum and course sequences. The researcher also found this to be true with the graduate programs' mission statement data. Therefore, the quantitative and qualitative study findings do align. This is a significant finding for these graduate programs. This study has identified a missed opportunity for leadership within the curriculum, which is an important component to developing competent clinical leaders. Additionally, from the significance of the study's findings the researcher recommended leadership development for speech-language pathology and audiology students. While these findings are important for both the graduate programs and professions of speech-language pathology and audiology, these outcomes are only one (micro) piece of the entire (macro) picture. This study was foundational. The implications for further research and continued leadership studies and leadership developments are where the true impact lies for the graduate programs and speech-language pathology and audiology fields. 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