The primary purpose of this study was to investigate how the position of School Captain impacts on young people. The study examined student leadership through the lives of six young people who, during 2007, assumed the position of School Captain in their respective schools in Brisbane, Australia. Although educational leadership in schools through transformational approaches has been an area given increasing attention by researchers over the last two decades, the study of student leadership in secondary school settings has been relatively unexplored. The area of positional student leadership has been given even less attention. The focus of this investigation was the impact of positional leadership for a group of students, specifically known as School Captain, in secondary schools. The investigation used the theoretical construct of symbolic interactionism as the foundation for a qualitative research approach. Case study method provided a framework for the research strategy, which allowed me to listen to students’ stories, as well as the stories of “significant others”, such as leaders, teachers and parents. The study design was supported by data collection methods that included text analysis, passive observations, semi-structured interviews, and focus group discussions. The results of the research indicate that the impact of the role (and associated status) of School Captain on students in a secondary school embraces many aspects of their lives. Carrying out the role has potential to develop self-awareness, culminating in a deepening of maturity. This comes from personal interactions in relationships, managing the responsibilities of the position, the commitment associated with the role, and the development of self-confidence and management through practising leadership skills. Also it appears that learning management is enhanced by participating in a range of activities associated with the role. This dissertation concludes with a recommendation that future research be conducted into the area of student and youth leadership in school and societal settings to explore further personal impact and possible engagement with the school and the wider community.