The proposed Transformational Education (TE) model clarifies a dynamic process where teachers and other school staff embrace their contribution to educational leadership. Reworking Transformational Leadership (TL) constructs for a stronger fit within the classroom, this concept paper reviews the literature to construct a model illustrating the relationship among teacher behaviors, school climate, student wellness, and performance outcomes. The proposed conceptual framework describes teacher TL behaviors that directly and indirectly influence student performance outcomes. Student wellness outcomes mediate this relationship, and a positive school climate creates a context where teacher leadership benefits are maximized. Most work on effective school leadership posits administrators as leaders, with teacher factors only as mediators of student outcomes. The TE model described here is distinctive in its approach to apply TL to teachers, describing the means by which teachers benefit students in a supportive classroom and school context.