The mixed method study was conducted to determine the extent of difference in leadership practices, as measured by the LPI, of undergraduate students entering and graduating from a nontraditional business degree program. A second purpose was to determine the extent of difference in leadership practices of students about to graduate from the program and industry leaders. Age and years of work experience were examined to see if either had an effect on differences in leadership practice scores. Program entrance requirements were examined from a student and faculty perspective. Additionally, a survey was given to students about to graduate from the program inquiring about their perceptions about the leadership curriculum, suggestions for program improvement and entrance requirements. A survey instrument including Kouzes and Posner (1995) Leadership Practice Inventory (LPI) was given to students who were entering and about to graduate from the program along with a short demographic survey that gathered data about their age and work experience. The LPI measured the level of transformational leadership practices in five categories: challenging the process (CTP), inspiring a shared vision (ISV), enabling others to act (EOA), modeling the way (MTW), and encouraging the heart (ETH). The results revealed a significant difference in all five leadership practices of those entering and about to graduate from the program. When looking at the impact of age and experience for each of the leadership practices, no significance was found for the main effect of age, main effect of experience or interaction effect for those entering the program. When looking at the impact of age and experience for each of the leadership practices for those about to graduate from the program, no significance was found for the main effect of age, nor were any interaction effects discovered. For graduating seniors, there was significance found as a main effect for work experience for the leadership practices CTP and EOA. When comparing the students LPI scores to the industry leaders, there was no significant difference in practices except for CTP which had little practical significance. The qualitative portion of the study revealed that the student positively perceived the curriculum of this program. An overwhelming majority of students did not feel that there should be an age and or experience entrance requirement for the nontraditional program. However, over forty percent of faculty felt that an age and or experience requirement would be beneficial. [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.]