A study regarding students' perceptions of digital storytelling as a learning tool was conducted in the fall of 2012. The population consisted of 12 students participating in an Administrative Theory course as part of their doctoral program in K-12 or higher education administration at a Carnegie Doctoral Research University in Georgia. During the eight-week course, students created digital stories that synthesized an auto-ethnography with leadership theory using Bolman and Deal's (2011) four-framework approach to leadership. This allowed students to demonstrate the practice of continual reflection and assessment, a commitment to technology, diversity, and in-depth understanding of the knowledge and skills required of educational leaders. The purpose of this non-experimental qualitative study was to examine student's perceptions of utilizing digital storytelling in educational leadership coursework. The research question was: What are students' perceptions of digital storytelling as a tool for learning in Educational Leadership coursework? Findings are arranged by the 4 themes which emerged from the analysis of the data; assignment components, learning, identity development, and class cohesion.