This global, quantitative study explores the instructional and assessment strategy use of leadership educators who teach online, academic credit-bearing leadership studies courses at graduate- and undergraduate-levels. Participants include 81 graduate-level and 37 undergraduate-level instructors who taught an online leadership studies course within two years of completing the web-based survey used in this study. Findings suggest that discussion-based pedagogies, most commonly facilitated in online discussion boards, were the most widely used strategies. And, while reflection, case studies, and group or individual projects were also used frequently, instructors teaching graduate-level courses used ungraded formative quizzes significantly more often than undergraduate instructors. Findings also suggest that instructors attached the most weight to their students’ overall course grades to discussion boards, major writing projects or term papers, and participation.