This article describes a faculty self-leadership study and its impact on outcomes—extra effort, effectiveness, and satisfaction. The research questions asked faculty’s perceptions of classroom leadership—specifically whether they perceive themselves as leaders. This preliminary, small study aims to consider other avenues to improve the student learning experience and faculty performance. Faculty perception of self-leadership may account for their efforts to cultivate others effectively. The notion of faculty leading or grassroots leadership may be a paradigm shift or game-changer; the norm is that the pioneers of change, innovation, and creativity are found in administrative positions in an organization. This norm equates leadership with status, authority, and position. The concept of transformational classroom leadership is not widespread but where else can one find a better fit to integrate this concept than in teaching. What better place exists to examine its impact than the classroom? There is a need to “step outside the culture” and ask teachers how they construe a leadership role to alter higher education’s status quo.