The purpose of the study is to investigate the relationship between academic emphasis and executive leadership from the perspective of a California charter management organization (CMO) chief executive officer (CEO). Executive leaders in California CMOs have a unique perspective that needs investigated. They experience educational leadership differently depending upon their individual backgrounds, educational experiences, and the families they serve. This study seeks to understand the experiences of a specific group of executive leaders and how they define academic emphasis in their CMO. The theoretical framework used to interpret the research findings was instructional leadership. The framework effectively built a lens for the reader to conceptualize the research of this study. The theoretical framework worked to guide and frame interpretation of respondent data. The research served to inform the research questions, not answer them explicitly. The research used a qualitative case study design approach focused on the story of the lived experience from the individual. The design aspired to interpret meanings and experiences from responses to uncover deep and detailed understanding. A CMO CEO responded to semi-structured interview questions. The interview protocol consisted of various question types: open-ended questions, follow-up questions, and classification questions. As transformational and educational leadership collide in Dr. Viviane Robinson’s current instructional leadership framework, the capability that is not explicitly presented is the ability for school leaders to build capacity for equity consciousness in all teammates in their organization and/or school. The findings from this study suggested that a fourth leadership capability is emerging in Dr. Robinson’s framework. There is a critical need for organization and school leaders to be equipped with the skills to seed an equity consciousness across teammates and other stakeholders.