In this article the author examines the meaning of epistemology in relation to educational leadership. Argued is the position that generalizing the intent and tendencies of modernistic and postmodernistic approaches to educational reform and leadership preparation makes space for a critical pragmatic approach. Critical pragmatists as scholar-practitioners fill this space. The author examines then nature of a critical pragmatic approach to leadership, elaborating in her discussion the nature of scholar-practitioner leadership. It is further argued that through examination of the interconnectedness of scholarship and practice, the critical pragmatist as scholar-practitioner emerges as a connecter of opposing perspectives.