Many studies have noted the strong and positive effect of educational leadership on student achievement, school culture, and other aspects of the educational environment. Current research also points unequivocally toward leadership as an important factor in the achievement of quality in most educational institutions. Leadership has been cited as second only to classroom instruction in its contribution to achievement. Despite the fact that the importance of leadership has been established in the field of education in general, research on leadership in early childhood settings has been lacking. Further, the research in this area is dominated by only a few researchers, with most of the studies being conducted as dissertations. The purpose of this article is to (a) highlight this critical absence in the field of educational administration; (b) critically examine the reasons underlying this missing discourse; (c) present the pertinent existing literature; and (d) articulate the potential implications of continued scholarship in this area. Previous findings suggest that continued efforts in the area of leadership in early childhood settings have implications for educational practice and theory.