This paper provides a review of research that examined transformational leadership in the context of K-12 school restructuring. It presents a rationale for studying transformational leadership, a theoretical framework for such study, and findings of six studies about the effects of transformational leadership. The framework is comprised of external influences, individual leader internal processes, leadership practices, mediating variables, and student outcomes. Conclusions are: (1) Transformational leadership contains interdependent and equally important dimensions; (2) transformational leadership initiatives can be hindered if they ignore individual consideration; (3) transformational leadership practices are themselves contingent; (4) expert thinking lies behind effective leadership practices and is not contingent; (5) distinctions between management and leadership cannot be made in terms of overt behavior; and (6) the dimensions of transformational leadership require modification when applied to schools. Two figures are included. (Contains 113 references.) (LMI)