This study aimed to examine the relationship between college instructors' leadership practices and student development at Holy Cross College, Sta. Rosa, N.E., Inc. It specifically assessed students' perceptions of their instructors' leadership practices and their own developmental growth across various dimensions. Using a descriptive correlational research design, the study employed voluntary response sampling, with 160 college students responding to a survey questionnaire. Data were analyzed using frequency and percentage distributions, weighted mean, and Pearson’s correlation. The findings revealed that students generally agreed that their instructors demonstrated effective leadership practices, particularly in areas such as communication, care for student success, and leading by example. However, there were neutral perceptions regarding instructors’ ability to spot student talent, make quick decisions, and provide feedback. Regarding student development, participants reported positive growth in areas such as responsibility, conflict resolution, and self-awareness, although they expressed lower satisfaction with personal growth and handling difficult situations. A significant positive correlation (r = 0.604, p < 0.001) was found between instructors’ leadership practices and students’ developmental growth. The study concludes that effective leadership practices significantly contribute to student development, suggesting that enhancing instructors leadership skills could further foster student growth, especially in areas of emotional resilience and individualized mentorship.