Organizational leaders in various sectors (public, private, and social) across the globe often acknowledge the importance of preparing both men and women for strong, competent leadership. To assist these organizations, researchers (e.g., Bass, 1990; Bennis, 1989) have been conducting leadership studies for decades in various disciplines (e.g., education, management, psychology) to better understand this complex phenomenon. Kowske and Anthony (2007), Ardichvili and Manderscheid (2008), and Madsen (2009) have also highlighted the importance of studying leadership development within the human resource development (HRD) arena in the U.S. and beyond. Yet, studies in these disciplines on developing women leaders are just emerging as an important focus of researchers and practitioners in many countries and regions throughout the world. It has become immediately evident, however, that this phenomenon is multifaceted and often particularly challenging because of the numerous complexities inherent in understanding women’s developmental backgrounds and journeys (e.g., culture, traditions, religion, values, backgrounds, education, work-family issues, self-concept, gender barriers, expectations, previous opportunities, perceived future opportunities). This is most definitely the case in the journey toward understanding how to develop women leaders within China.