Leadership development has often been identified as a valuable and positive product of sport participations and student leadership experiences. The leadership skills gained from athletic involvement and student leadership experiences could be transferred to later life (Bass, 1981). Many leaders utilize the transformational leadership style in their work environments today. A transformational leader “articulates a vision, uses lateral or nontraditional thinking, encourages individual development, gives regular feedback, uses participative decision-making and promotes a cooperative and trusting work environment” (Carless, 1998, p.888). The purpose of this study was to identify and investigate the relationship among athletic involvement, student leadership experiences, and gender in relation to transformational leadership skills. Stratified random sampling and the Salant and Dillman (1994) survey methodology procedure were adopted for data collection. Data were collected from 992 college students' (495 males and 493 females) in a Mid-Atlantic University. Over thirty-percent of the respondents (n=303) are high school and/or college athletes. Over forty-percent of the respondents (n=424) hold student offices in high school and/or in college. The Transformational Leadership Scale (Hellriegel & Slocum, 2004) was used as the instrument to measure the variables. Descriptive statistics and factorial ANOVA were used for data analysis. Results showed significant differences existed among athletic involvement, student leadership experiences, and gender in relation to transformational leadership skills. Significant differences were found among gender [F (934) = 5.85, p< .05], athletic involvement [F (934) = 4.04, p< .05], student leadership experiences [F (934) = 7.17, p< .05] and transformational leadership. Female (M=99.17), athletes (M=98.67), and student leaders (M=99.14) received significantly higher score than male (M=97.32), non-athletes (M=97.33) and non-student leaders (M=97.11) in transformational leadership respectively. These findings are consistent with earlier studies (Bass, Avolio, and Atwater, 1996: Druskat, 1994). Regards to the six transformational leadership dimensions: management of attention; management of meaning; management of trust; management of self; management of risk and management of feelings, athletes received (M=17.15) significantly higher score than non-athletes (M=16.72) in management of self and management of feelings (athletes: M=16.46: non-athletes: M=16.16). Student leaders received (M=16.31) significantly higher score than non-student leaders (M=15.81) in management of meaning, management of risk (student leaders: M=15.21: non-student leaders: M=14.78) and management of feelings (student leaders: M=16.54: non-student leaders: M=16.14). These findings support the notion that athletic involvement and student leadership experiences are important elements for leadership development. Keyword(s): athletics/sports, gender issues, leadership development