In this intrinsic case study, the researcher investigates the University of Windsor\u27s Bachelor of Education enrichment course called Leadership Experience in Academic Direction (L.E.A.D.) as it is utilized in a compensatory school in Southwestern Ontario. The researcher explores the perceptions of Pre-Service L.E.A.D. Teachers, the Student Success Teacher (SST), the Principal, The Vice-Principal, the Course Instructor, and a Teacher Facilitator concerning the increase in L.E.A.D. Pre-Service Teacher human capital within the compensatory secondary school. The author argues that such an increase contributes to the overall implementation of the school\u27s student success strategies, adapted from Adlai Stevenson High School\u27s intervention model depicted in Raising the Bar and Closing the Gap (DuFour, DuFour, Eaker, & Karhanek, 2010). Participants were interviewed and a focus group was conducted on the perception of this phenomenon to narrow the gap of critical awareness around the benefits resulting from the collaboration of enrichment courses at the Faculty of Education and local schools, especially with respect to addressing the needs of at-risk students, interpersonal professional growth, and raising awareness of student success strategies. The result of this study indicated five main themes that were presented amongst the research. The themes were: i) the collective is a benefit; ii) visibility and accountability; iii) shift in teaching approaches; iv) increased individual support; and, v) holistic education. Research findings indicate that the L.E.A.D. program shapes teachers into mindful educators equipped with foundational knowledge that bolsters student success in diverse classroom environments
