Theories of student learning and development are particularly important in leadership education because they make prescriptions about how people can adopt increasingly complex ways of being, knowing, and doing--essential forms of development for leadership learning. Increasingly, there is a call for leadership educators to adopt interdisciplinary and integrative approaches to leadership education. There is general consensus that no single conceptual frame or theory can adequately address the complex set of competencies involved in leadership education. Therefore, leadership learning should be integrated across multiple structures, strategies, and activities. This includes inviting students to connect formal study, life experiences, and diverse perspectives. Promoting integrative and interdisciplinary approaches to leadership development often requires restructuring existing learning opportunities with an eye toward examining multiple perspectives in complex and multifaceted ways. So how does one help students make meaning of their leadership learning, experiences, and beliefs in light of this plurality of approaches and perspectives? This chapter briefly reviews student development theories that are popularly applied in leadership education and then examines the role of leadership identity development in the evolution of complex and relational approaches to leadership. Finally, issues and challenges in integrating and applying multiple theoretical perspectives to leadership development are addressed. (Contains 3 tables and 2 figures.)