Objectives: As the role of the pharmacist evolves, the need of pharmacists to be efficient leaders increases. The Regis University School of Pharmacy employs TBL as its primary means of educating students. Students work in teams throughout their first three years of pharmacy school, which allow students to gain skills related to interpersonal relations, group dynamics, and communication. The objective is to explore whether TBL influences leadership development in a Doctor of Pharmacy program. Methods: This study examines the perceptions that student pharmacists and preceptors have with TBL and improved leadership skills. Qualitative analysis was conducted using grounded theory to analyze preceptor interviews and will be similarly analyzed for student focus groups. Utilizing an a priori codebook, the researchers coded themes in the transcripts. The researchers will then compare themes from student and preceptor responses to determine similarities. Results: To date, nine preceptors (majority 26-35 years of age) were interviewed. All participants precepted students for more than six years and at least P4 students. All interviewees stated that leadership skills are an important aspect of being a pharmacist and were not taught while they were in school. Interviewees stated that communication is a dimension of being a leader and a pharmacist. Interviewees also noted a link between TBL and being a leader, with statements such as “Communication is fostered by TBL” and “ability to fit with any multidisciplinary team is evident.” The interviewees also stated that TBL gave students skills necessary to be successful in their careers as healthcare team-members. Implications: Leadership and the ability to communicate and work in a team are important aspects of being a pharmacist. Preceptor interviews reveal that Student Pharmacists who learn through TBL gain general leadership and communication skills that set them apart from their counterparts. The next phase will be to explore student perceptions of leadership development. We have not received any funding nor is this a student abstract submission.