Physician assistant (PA) program directors perform an essential role in the initiation, continuation, and development of PA education programs in the rapidly changing environments of both health care and higher education. However, only limited research exists on this academic leader. This study examined the leadership roles of PA program directors in the context of full-range leadership theory. This theory distinguishes between transformational, transactional, and passive/avoidant behaviors of the program director from the perspectives of both leader and follower. This study also examined leadership outcomes. Data were collected via an electronic survey (Multifactor Leadership Questionnaire) administered to PA program directors and other members in the same academic unit. The survey was deployed to 82 academic units. The response rates for completed MLQ surveys were 43.2% (54) for program directors and 24.6% (228) for others associated with the PA academic unit. The results of this study indicated that program directors use transformational leadership factors frequently in the execution of their responsibilities, and those program directors perceive favorable outcomes with these behaviors. However, discrepancies existed between leader perceptions and the perceptions of individuals in the same academic unit in regards to leadership and outcomes, with program directors having more favorable perceptions. This research provides a foundation for future study of the PA program director and contributes towards professional development efforts and the measurement of associated outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]