A hundred years ago, if people had asked a group of competent and talented educators whether any child--regardless of race, class, or gender--could one day learn to read Shakespeare, write scientific papers, or do algebraic math, all but the most visionary would have answered, "No." Only a small segment of the population was deemed capable of scaling such educational heights, while the rest were steered towards vocational programs or out of school altogether. Through the combination of three elements--the changing needs of society, beliefs about what all children can do, and outstanding pedagogy--this' answer has turned 180 degrees. The clear "no" has become a resounding "yes." In this article, the author discusses how those aforementioned three converging elements can recast beliefs and educational practice in an area of vital concern--leadership. Specifically, whether leadership can--and should--be taught. The author suggests three strands that could define a simple map for how to teach leadership in schools: (1) Leadership is "concerned with taking courageous action," so students need practice taking risks and making mistakes; (2) Leadership is "tied to caring and the betterment of others," so students need practice understanding the emotions of others and developing empathy; and (3) Leadership is inherently involved with the "functioning of groups," so students need practice developing their emotional intelligence and facility in managing groups.