Dantley and Tillman (2006) argued that leadership is transformative, and morally and social justice-driven. Following the recent ideologically contentious U.S. presidential race, the fundamental questions remained: (1) What type of democratic leadership does our global society need?; and (2) How can it be developed in K-12 education? This research project builds on Shield's (2018) concept of transformative leadership to cultivate the transformative mindset of 8 high school students in a Catholic school in America's Southwest. The assistant principal employed a service-learning project to support students' understanding of humility, faith, hope, love, critical thinking, and solidarity (Freire, 2005b). Students' voices became central to their transformative leadership, as well as their leadership identity (Mansfield, Welton, & Halx, 2018; Rodela & Bertrand, 2018). The significance of this work lies in the role of school administrators in creating conditions to assist students' in developing an understanding of transformative leadership for a just society.