Academic leaders in the 21st century are required to be both organizationally competent and intentionally collaborative with those they lead to be effective in a world of disruption, change, and complexity. Two current leadership constructs particularly relevant for meeting these needs are the focus of this study: "Authentic Leadership," which describes a positive and trusting relationship with followers founded on a leader's self-awareness and values (Yukl, 2008), and "Psychological Capital," which focuses on the development of four positive psychological states in oneself and one's followers. This study utilized a longitudinal pretest-posttest control group experimental design to determine if leaders' psychological capital (Luthans, Youssef, & Avolio, 2007) and authentic leadership (Avolio, Gardner, & Walumbwa, 2005) capacity could be enhanced through an online strengths-oriented leadership intervention. Sixty-two academic leaders from member institutions of the Council for Christian Colleges & Universities were randomly assigned to either the treatment (N = 30) or control (N = 32) condition. The treatment condition received a 2-hour online intervention developing the leaders' self-awareness and application of their Clifton StrengthsFinder 2.0 (Gallup, 2009) results. The control group received an online intervention on strategic, accountability, and metrics for leaders. Utilizing the Authentic Leadership and PsyCap questionnaires, participants' scores were compared at completion of the treatment and 30 days thereafter. A paired-samples t test indicated that leaders in the treatment group experienced a significant increase in their strengths awareness and self-efficacy, providing evidence of treatment fidelity. However, results of the repeated measures ANOVA indicated that although leaders in both groups reported significant changes in their scores over time, there was no significant difference between groups resulting from the treatment. Participant feedback after the intervention indicated a preference for face-to-face training and a need to directly connect the training content to the specific leadership outcomes implicit in the Authentic Leadership and Psychological Capital constructs. The primary implication of this study is that online leadership development is an emerging modality requiring the mentorship or instruction from a face-to-face or synchronous facilitator; thus, online training should be used with discernment in developing leadership concepts that are primarily relational in application. [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.]