Education is foundational to personal and professional growth. In education, effective teaching plays a vital role in shaping how students engage with and retain knowledge. In today’s diverse and dynamic classrooms, educators are tasked with not only delivering knowledge but also cultivating inclusive and impactful learning environments. This project examines the teaching and learning theories underlying one instructor’s approach in their Leadership Development course for undergraduate students. The purpose of this study is to explore how their inclusive and dynamic teaching strategies foster student engagement, motivation, and knowledge retention, while aligning with key pedagogical theories such as social constructivism, social cognitive theory, multiple intelligences, and active learning. Using an observational methodology, data was collected through student surveys, detailed notes, and audio recordings of multiple class sessions. These observations focused on student participation, instructional methods, and classroom management techniques. Key findings revealed that the instructor’s use of storytelling, humor, and creative hooks effectively captured and sustained student interest. Their integration of technology, such as videos and music, enriched the learning experience, while their ability to foster a safe and inclusive environment encouraged active student participation and collaboration. Additionally, their use of positive reinforcement and validation of diverse perspectives strengthened emotional connections and created a culture of belonging in the classroom. The study highlights how the instructor’s teaching practices translate pedagogical theories into actionable strategies, providing a model for creating engaging and supportive learning environments. These findings have broader implications for educators seeking to enhance student outcomes and cultivate meaningful classroom experiences in leadership education and beyond.