Ample evidence is available citing a positive relationship between transformational leadership and organizational commitment (Boerner et al., 2007; Bono & Judge, 2003; Bycio, Hackett, & Allen, 1995; Chen, 2004; Emery & Barker, 2007; Walumbwa, Orwa, Wang, & Lawler, 2005). The majority of research on leadership in higher education, however, is based on transactional theory instead of transformational theory (Brown & Moshavi, 2002; Groner, 1978; Knight & Holen, 1985). The purpose of this study was to explore the relationship between the leadership styles of undergraduate business school chairpersons as perceived by their faculty and the self-reported organizational commitment of their faculty. The results provide insight for academics as leadership practitioners in higher education, which should shed light on which leadership practices are most effective at achieving greater levels of organizational commitment. The study utilized two existing survey instruments, the multifactor leadership questionnaire (MLQ) (Bass & Avolio, 1990b) and the organizational commitment questionnaire (OCQ) (Mowday, Steers, & Porter, 1979). This was a quantitative study, analyzed using correlations and ANOVA (analysis of variance) testing. Based on the data collected, the hypotheses posed in Chapter 3 were supported or rejected (Creswell, 2003). [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.]