Innovations and reforms are crucial for both public and Christian higher education institutions in order to survive and thrive in an increasingly complex and turbulent today's environment. Although there is a plethora of literature on strategic change, the effect of organizational learning on leading strategic change has been barely investigated in the past many years. Therefore, this study examined the effect of organizational learning patterns on leading strategic change among higher education institutions in Ethiopia. The study employed a mixed method research design to answer 4 research questions. Data were collected using Learning Assessment Map and Strategic Change Leadership Competencies Questionnaire with 47 senior leaders and semi-structured interviews with 12 key leaders from the 4 purposefully selected higher educations of Ethiopia. The qualitative study was done in order to substantiate the quantitative paradigm and additionally to answer research question 4. The quantitative data was analyzed by using the Statistical Package for Social Science (SPSS) including Pearson Product Moment and Mann-Whitney U test whereas the qualitative data was analyzed by using NVIVO 10. Both the quantitative and qualitative results have shown that organizational learning is a complex construct comprised of multi-facets and it can be practiced in higher education institutions as it is in other institutions. More specifically, the quantitative results indicated that there is no perceived significant difference between public and Christian higher education institutions in regard to the organizational learning patterns and strategic change leadership. Nevertheless, there is moderately strong effect relationship between organizational learning patterns and strategic change leadership among the studied higher education institutions of Ethiopia. The qualitative data results further confirmed the quantitative results and in answer to research question four, 7 categories of themes were emerged as leveraging points to improve organizational learning patterns among the higher education institutions of Ethiopia: broadening inter-institutional collaboration, improving information and communication technology (ICT), leadership and management, developing human capital, promoting experiential learning, engaging in research and enactment and community service. [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.]