Globalization and technological advances have enabled emerging countries to compete with traditionally economically dominant countries. Emerging countries can advance their economy through the attraction of foreign direct investment (FDI) from multinational corporations. A key element in the attraction of FDI is the development of human capital. Costa Rica has transitioned from an economy primarily based on agriculture to a knowledge-based economy with the attraction of FDI from companies such as Intel, Microsoft, Cisco, and Hewlett Packard. The need to create the necessary human capital to support this process placed challenges on the educational system to develop students with 21st-century skills. In response, the government issued National Executive Decree #31900, mandating the participation of all Costa Rican students to participate in the National Program for Science and Technology Fairs (Programa Nacional de Ferias de Ciencia y Tecnologia [PRONAFECYT]). This qualitative research case study examined the role that educational leaders have played in implementing the PRONAFECYT initiative. The study examined leadership practices, instructional strategies, and professional development practices. The research team was comprised of 18 doctoral students from the University of Southern California. The data collection instruments consisted of interviews, surveys, and observation protocols. To evaluate leadership strategies, John Kotter's 8-step change model and the 4 frames model developed by Lee Bolman and Terrence Deal were utilized. To connect the transmissibility of leadership to instruction, instructional practices were also examined and evaluated. Specifically, the science, technology, engineering, and mathematics (STEM) project-based learning approach developed by Robert Capraro and colleagues was used to further understand learner engagement and the transferability of Tony Wagner's 21st-century skills. The investigation should benefit Costa Rican government officials, policymakers, school leaders, and business leaders. As noted through the data analysis of surveys; observations; and interviews with government, business, and education leaders, as well as teachers, parents, and students, there was a positive relationship between educational leadership and participation in the PRONAFECYT. Actions by leadership were key to empowering teachers, garnering support, encouraging participation, integrating curriculum, and guiding instructional practice to target student development. [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.]