The purpose of this study was to examine the perceptions of faculty and recent graduates of industrial technology/technology education doctoral programs to (a) determine the importance of specific leadership attributes to professionals in the field, (b) determine the efforts of doctoral programs to address leadership attributes and their development in students, and (c) identify the activities or experiences within the doctoral programs that address specific leadership attributes in students;A two-part survey instrument was developed by the researcher to assess the perceptions of faculty (two from each department) and recent graduates (1988-1993) of industrial technology/technology education doctoral programs. Seventeen programs were represented by responses from 22 faculty and 81 graduates. The first part of the survey requested responses to a given list of doctoral program components as to whether they were required, encouraged, available, or not available. The second part of the survey listed 37 leadership attributes and requested responses to four questions about each attribute: (a) how important is it to leaders in the field? (b) what level of attention should it receive in doctoral programs? (c) what level of attention does/did it receive in doctoral programs? and (d) what activities/experiences in the doctoral programs address specific attributes? All 37 attributes received mean ratings of considerable to great importance. The mean ratings for the level of attention the attributes should receive fell between moderate and considerable. Only some to moderate attention was currently being given to attributes in doctoral programs. The responses of the two groups were reported using descriptive statistics and compared using multivariate analysis of variance procedures. No significant difference was found when comparing the two groups on their ratings of attribute importance or the level of attention attributes do receive. However, the two groups did differ significantly in their ratings of the level of attention the attributes should receive. Further one-way analysis of variance showed that the graduates rated 26 of the 37 attributes significantly higher than the faculty;The responses which identified activities and experiences within the doctoral programs that addressed specific attributes were reported. Respondents also categorized the experiences as either theoretical, applied, or both. Responses indicated that most attributes were being addressed in both theoretical and applied manners. Role models and mentors appear to have great potential to influence the leadership development of doctoral students.