It is not known how and to what extent the importance of transformational leaders in secondary schools at the teacher, department head, and/or principal levels enhances the learning environment for students and produces sustainable results. The purpose of this study was to examine, using Bass and Avolio's (2000) Multifactor Leadership Questionnaire, the leadership roles within private secondary schools and compare them to national standards including those of public schools. The quantitative study focused on identifying nonleadership, transactional, and transformational leaders among teachers, department heads, and principals within a private, nondenominational school in Miami, Florida. In the data collected from teachers, department heads, and administrators, two themes of particular note appeared: the years of teaching versus transactional leadership and a lack of organizational communication. In addition, the levels of transformational leadership as compared to national standards presented a scenario that would support a lack of organizational communication and unity. A possible "loose-coupling" effect and pseudo-transformational phenomena could be occurring within the organization. While the results were significant to this organization, the practicality of the study demonstrates the issues that plaque educational institutions whether public or private. While significantly more research is needed in the area of distributed leadership, the study provided concrete data for practical implications and future research.