This article is primarily methodological but has dual aims. First, it makes a case for Q methodology as an effective and so far little exploited means of capturing, comparing and contrasting individual perspectives on a specific question in the field of educational leadership. In common with other research approaches designed to uncover the particular standpoint of the individual, Q methodology is an aid to revealing nuance and challenging the taken-for-granted. However, unlike most research approaches concerned with subjectivity, Q involves the collection of numerical data and statistical analysis. The second aim of the article is to provide a sketch of how Q can function in practice, using sample data in relation to leadership in schools in England. The article sets out in brief the origins of Q and the processes involved in developing and conducting research using the methodology. It draws on data from head teachers and business managers to illustrate how the methodology can be used to capture different perspectives relevant to leadership. The article ends with a discussion of Q's potential as an approach in developing theory and practice in the field. (Contains 4 figures and 4 notes.)