This mixed method study explores how a simple educational practice known as Intention/Reflection (I/R) may be applied to student leadership development to facilitate transformational learning. The study included Pharm.D. students within a leadership elective course (n=242) across five years of courses (fall 2014 to fall 2018). Further research was conducted with students participating in two additional leadership courses, spring 2016 (n=24). These students completed a quantitative pre- and post-survey regarding perceptions of the I/R practice. A statistically significant increase was identified in the way students valued the I/R practice in educational settings. Students reported the intention activity helped them focus their learning reflection on specific self-development goals. They also reported the I/R practice helped them identify, solidify, and track their leadership development needs. In addition to course content and leadership skills, students reported that the I/R practice helped them learn about their own strengths, weaknesses, and needs as emerging leaders. The study also includes student perceptions of its utility as a tool in their professional growth. Furthermore, the I/R practice has the potential to provide a large source of information to help educators enhance their learning environments, by capturing student perceptions of the learning environment, and assessing how students are connecting learning activities and course material to their own development. This formative information can be useful as educators develop learning activities, assess developmental gains, and evaluate the effectiveness of their leadership instruction.