The findings in this thesis suggest that females use more counterfactual language to describe their understanding of involvement in leadership. While both males and females use the zero and first conditional tense, females include more use of the second conditional in their descriptions of involvement. This thesis forwards the concept of statement pitch and question pitch used as a sales pitch to make a statement or pose a question. A statement pitch uses the zero and first conditional tense while a question pitch uses the second conditional in portraying leadership involvement. Both male and female make a statement pitch with the female posing more question pitches than males. Using mixed methods, sixteen participant student leaders, eight female and eight male, are interviewed to learn how they understand involvement in leadership. Frequent words and meaning statements were compared across male and female participants. The participant group was then contrasted with online interviews of male and female student leaders for the campus magazine, College View. The conditional tense is used as a pitch to make a statement or pose a question. Females do not refer to leadership with titles; use words that are more philosophical, think, know and experience. Males refer to leadership using the title Social leader; use more sociological words, society, social and me. Males are conflicted by prior experiences of teachers and the school environment. Teachers and the school environment positively influence females. They both see politicians, celebrities and their parents as role models and they do not advocate gender quotas in leadership. As leadership moves online, making a statement pitch and or a questioning pitch will become more familiar for how people characterize leadership involvement. The thesis highlights the benefits and limitations of the two moods as statement and question pitches