Hybrid education is an instructional delivery format that includes both online learning and traditional classroom learning and is often seen as the best of two worlds. It is one of the fastest-growing trends in higher education because of its countless educational benefits. Studies reviewed about hybrid learning focused on various areas, including student engagement, student attitudes, faculty experiences, learning effectiveness, and supporting technology tools. However, a review of the literature revealed scant studies focused on faculty leadership, especially graduate-level education faculty's leadership strategies and their influence on teaching. Faculty leadership is a critical component that is directly related to effective teaching and school success (Berry et al., 2010). Therefore, the purpose of this study was to discover and identify faculty leadership practices used in graduate hybrid courses at a U.S.-based nonprofit university. Qualitative data related to faculty experiences were gathered to offer insights about leadership practices in graduate-level hybrid education. Aligned with the theoretical framework of this paper--Kouzes and Posner's (2017) 5 exemplary leadership disciplines: model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart, 21 significant leadership practices of faculty applying in graduate-level hybrid education were discovered. These findings indicated that leadership practices could be considered in graduate-level hybrid education to further the concept of teaching and learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]