The experience of the COVID-19 pandemic has made it clear that school leaders and educational systems are key to building better societies (Campbell, 2020). The long-term implications of the COVID-19 pandemic will be unknown for some time. This study examines the importance of academic continuity, university leadership, and university support methods and their implications on student satisfaction in light of emergency remote learning. This research study aims to examine how university leaders approach academic continuity to achieve academic success and student satisfaction in the current climate of the COVID-19 pandemic.Three research questions guided the study: (1) What transformational leadership practices do educational leaders at a private California graduate business school perceive as integral to sustaining their school organization amid the COVID-19 pandemic? (2) What are students' attitudes and perceptions of the link between emergency remote learning vs. in-person instruction, online learning, and academic achievement in business school? (3) How did the rapid transition to remote learning caused by the onset of the COVID-19 pandemic transform traditional campus-based academic learning experiences? Through interviews and researcher reflexivity, this phenomenological single-site study sourced the perspectives of (N = 2) deans, (N = 4) academic, administrative leaders, and (N = 2) department chairs. The information collected chronicles the transition into emergency learning, leading, and teaching to ascertain how the learning and leadership experiences evolved throughout the pandemic. [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.]