A study looked at knowledge and theory on vocational education and training (VET) leadership in a range of diverse sites in Australia. Twelve chosen sites fell into these three broad groups: technical and further education, other public providers, and private providers. Researchers gathered documents, survey responses, and individual and group interview responses. The data were analyzed by thematic, tabulation, situational analysis and detailed micro-analysis methods. These five research questions were addressed: what changes have occurred in the roles and responsibilities of VET managers over the last 10 years; what factors have brought about these changes; what are the current VET leadership roles and responsibilities; what are the drivers on VET managers; and how might VET leadership roles and responsibilities change in the next five years. The study found the following: (1) VET leadership depends on how leaders process ongoing change; (2) VET leadership is the process of enabling interaction between internal, external, and individual domains of activity; (3) characteristics of leadership were different at the four stages of solving a problem (trigger stage, initiating leadership stage, developmental leadership stage, and sustainability stage); (4) effective leadership is not accidental or by default; and (5) generic skills such as interpersonal skills, risk-taking, team-building, analytical, and decision-making skills apply to all stages. (Contains the results of detailed analyses, an extensive bibliography, and methodology description.) (SLR)