Educators must develop leadership studies programs that prepare students to deal with the reality of a diverse world so they are able to handle constant change as they lead in the 21st century. The purpose of this paper is to consider a variety of questions that need to be answered when developing core curricula for college and university leadership studies programs. The discussion is based many years of researching, developing, and teaching in this area at state universities as well as at private liberal arts and Christian colleges. This paper offers a review of the importance of leadership education, a review of Hosford's (1973) curriculum development model, and an examination of three case histories. Hosford (1973) has developed a model of instructional design that suggests a strong interrelationship exists between any given curriculum program and the subsequent teaching involved in the program. Hosford's model challenges the educator to ask a variety of questions concerning issues affecting professional, practical, political, package (i.e., program), organizational, interrelated dynamics, teaching/learning, and implementation. As illustrated by the three case histories, with attention to each dimension of curriculum development it is possible to develop meaningful and successful leadership studies courses and programs at the college and university levels.