Pharmacy education at the professional doctoral level is a relatively recent endeavor, with the establishment of the first Pharm.D. program in 1950 at the University of Southern California (USC School of Pharmacy, n.d.). Pharmacists are seen as one of the most ethical and trustworthy professions in the United States (Reinhart, 2020; Jalloh, 2021). With this public perception they are aptly placed to be leaders, necessitating their development as leaders as part of their time in pharmacy school. While leadership development is already a mandatory component of pharmacy education (Medina et al., 2013), there has been little examination into how pharmacy students make meaning of their leadership development through their co-curricular involvement during pharmacy school. This exploratory qualitative study used narrative inquiry to gain insight and understanding into the leadership development of Pharm.D. students through their co-curricular engagements during pharmacy school. Major findings from this study include: (1) leadership development occurs through co-curricular experiences in pharmacy school regardless of prior leadership experience before pharmacy school, (2) key events during pharmacy school co-curricular activities that impact leadership development, and (3) recognition of key traits of an effective leader. These findings have significant implications for reach, theory, and practice not only in pharmacy schools, but in other professional schools, graduate schools, and higher education as a whole.