This study explores the relationship between student athlete development and coach leadership behaviors in NCAA Division III football players. Three key elements support this study. The first, Thelma Horn's model of coaching effectiveness, provided the framework for the impact of coaching behaviors on student athlete development. The second, Chickering and Reisser's work in student development, was used as the framework for assessing athlete development over the course of the season. The final, Pakinathan Chelladurai's work on the Leadership Scale for Sports (LSS), provided the framework for assessing the preferred and actual leadership behaviors perceived by the student athletes. 384 student athletes, from 5 Midwest, small, private Division III institutions were surveyed. Student athlete developmental outcomes were measured using researcher-created Student Athlete Development Survey (SADS), based upon the work of Chickering and Reisser. Student athlete leadership perceptions were measured using Chelladurai's Leadership Scale for Sports (LSS). This study investigated five issues: (a) do student athletes experience developmental growth of the course of the football season; (b) does developmental growth vary by year in school; (c) does developmental growth vary by position on the team; (d) what coach leadership behaviors perceived by student athletes impact this developmental growth most; (e) what coach leadership behaviors perceived by the athletes that match athlete preferences for leadership most impact this developmental growth. Student athletes that participated in this study perceived developmental growth over the course of the football season. This developmental growth was more pronounced in athletes in the first two years of college versus athletes in their third year or higher. Growth did not vary by position on the team. Student athletes perception of development was most closely associated with coach leadership behaviors that provided structure and social support. Matching student athlete preferences for leadership with actual coach leadership behaviors was a significant predictor of student athlete development in the areas of training and instruction and social support. The findings of this study suggest an integrated leadership approach by athletic coaches that utilize both task and relationship oriented behaviors provide an environment that best encourages student athlete developmental growth. [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.]