Purpose/Hypothesis : Effective Clinical Coordinators of Clinical Education (CCCEs) and Clinical Instructors (CIs) are essential for a positive learning environment in clinical education. The purpose of this pilot study was to: Examine the leadership styles of CCCEsÕ using the Multifactor Leadership Questionnaire (MLQ) Form 5x-Short. To discern if there is a correlate between CCCE self-versus other (CI) perceptions of leadership style and effectiveness. To explore potential demographic factors that may correlate with leadership style.Number of Subjects : A sample of convenience was used in this study. 80 clinical site partners of the Union County College PTA program were solicited. Inclusion criteria required that both CCCE and CI from the same site participate. Eight pairs of CCCE and CIs returned completed MLQ Form 5X Short and Profile Data.Materials/Methods : To measure Bass Full Range Individual Leadership style the tool MLQ Form 5x-Short was utilized. The MLQ Form 5X-Short consist of 45 questions. The alpha reliability coefficients range from .74-.96. and a goodness to fit index of 0.92. (1) CCCE and CI Profile Data Collection Tool captured demographic information created by the researcher based off previous research studies.Results : Eight completed pairs were returned resulting in a response rate of 10%. The mean scores were .50 laissez-faire style, 3.5 contingent reward, 1.9 management by exception active, and .90 management by exception passive for transactional style. A mean score of 3.3 idealized influence attributed, 3.29 idealized influence behavioral, and 3.4 individual motivation for transformational style. The outcomes mean scores were 3.2, effectiveness 3.5, and satisfaction 3.5. Bass Full Range Individual Leadership Style is frequently if not always utilized by CCCEsÕ. CIsÕ perceive this style as effective for achieving clinicÕs clinical education goals. CIsÕ are motivated to be successful and are satisfied in their role.Conclusions : The findings of this pilot study are consistent with Bass Full Range Leadership style, correlated with student completion success of 100% and are consistent with current literature as the best approach for leadership(2). Also, consistent with the literature is leadership training impacts outcomes (3) and can carryover into practice (4). Leadership training recognized as important (5) is rarely received with only 7% of respondents received training.Clinical Relevance : Clinical education is a critical component for preparing students for clinical practice. (6) Leadership is critical to prepare practitioners for their new role as an educator since, it has been reported in the literature that learning is influenced by direct effects of leadership. (4) This researcher could find no published studies in the physical therapy literature that examined leadership in clinical education, yet the CCCE position is defined by the APTA as a leadership role. Leadership in the physical therapy profession is recognized as important yet there are a limited number of studies in this area.