The purpose of this study was to examine the relationships between transformational leadership in college classrooms (i.e., charisma, individualized consideration, intellectual stimulation), student learning outcomes (i.e., cognitive learning, affective learning, state motivation, communication satisfaction), student participation, and student perceptions of instructor credibility (i.e., competence, trustworthiness, goodwill). Participants were 165 students who reported on their instructors' leadership in addition to their own classroom behavior and learning. Results suggest that all three components of instructional transformational leadership are moderately to strongly associated with all outcome variables. Future research should determine which instructional behaviors communicate transformational leadership in the classroom, across different cultures. (Contains 1 table.)