This applied dissertation was designed to evaluate the leadership professional development program in the U.S. Army's education system. A review of professional literature examined topics that were germane to this research study. An evaluation research methodology was used for this study. A confirmative evaluation was used to assess behavior, results, and the transfer of learning to real world situations. Kirkpatrick's Four Level Evaluation Model was used to define the parameters of this research evaluation. A mixed methods approach was used to collect data to gain a more balanced assessment of the program. Quantitative and qualitative data were collected through the use of Web-based questionnaire and interview surveys. The questionnaire and interview surveys addressed four major categories: (a) instructional effectiveness, (b) leadership skills, (c) curriculum relevancy, and (d) learning strategies. Data was collected and coded into themes and sub-themes. The results of this study revealed that the Army's leadership professional development program was effective and met the necessary requirements. However, the program did not meet its optimal level of achievement for instructors and students. The study concluded that the Army should take full advantage to optimize a variety of learning strategies, opportunities, and techniques available to sustain timely and relevant training and education for its leaders.