This qualitative case study was proposed to gain understanding into how higher educational leaders perceive the transformation of their leadership roles and responsibilities. Leaders' accountabilities should be properly defined to establish a reliable and responsible association with all stakeholders affiliated with the institution. A lack of liability for leadership roles can create significant operational challenges, including managerial ineffectiveness, employee distrust, and negative behaviors toward management during times of organizational change. The process of defining leadership roles in higher education can function as a lens to recognize what is important, how things are organized, and who is responsible for outcomes. Purpose sampling was used to select ten participants from one northeastern Ohio university. The researcher conducted semi structured interviews and observations with leaders from differing levels of leadership positions within this institution. These positions include CFO, president, provost, deans, assistant deans, department chairs, and coordinators. All of the participants were full-time employees and had leadership experience to confirm the most reliable and constructive information regarding the transformation of higher education leadership roles. Interviews consisted of 10 semi structured questions that improved the understanding of how the organization was currently led and how roles are defined. The observations were conducted to determine who interacts with whom, understand how participants interact with one another, and note what activities are associated with each leadership role. The use of qualitative research permitted for a realistic perceptual view of higher educational leaders in their natural environment. Understanding the meaning and identification of leadership roles may impact the success of institutions by clarifying the most effective approaches to leadership transformation. Only by addressing these different perspectives and uncertainties on precise leadership roles can reform begin. This collective case study method was used to gain perspectives, make comparisons, and gain insight into the specific roles of higher educational leaders during these ever-changing times. The research was intended to align leadership role responsibilities, assist in bringing a clearer understanding of action needed for effective leadership and to offer support for leaders that take on these transformational leadership positions in higher education. The findings from this study revealed that higher educational leaders must begin the transformation process by restructuring the internal framework and redefining leadership roles to ensure more accountability. Future research is needed to enhance the understanding of what exactly is a leaders' role within today's universities. Therefore, obtaining perspectives from other higher educational leaders concerning changes within leadership roles could be highly significant in defining universities leaders' responsibilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]