This study represents a paradigm shift in an attempt to examine early adolescent self-concept while in a student leadership role. Positive Youth Development intertwined with Personal Construct Theory and Social Learning Theory framed the study. Students from a rural Wisconsin high school participated in a two-day leadership retreat. The Piers-Harris Children's Self-Concept Scale was administered as the pre- and post-test. Semi-structured discussion groups of four to five people validated the quantitative data. The aggregate data revealed a decrease in the early adolescents' individual self-concepts. The lower self-concepts were connected to the development of individual personal constructs and personal comfort in social circles. The student leaders placed their current social circles behind them and gave precedence to new commitments. The student leaders are devoting more time to causes and initiatives bigger than themselves and influencing classmates. Early adolescent student leader anxiety may be an important addition to future leadership trainings. In addition, student leaders could learn to recognize that anxiety is a healthy and normal part of student leader development and discover ways to cope and find support. A second result of the study established that early adolescents' expression of learning was best illustrated through action, not verbal expression. The researcher's observation of the early adolescents' active engagement in their school and community conveyed their learning. [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.]