This article examines the perceptions of school assistant principals and principals who completed the Bahrain Teachers College higher diploma of education leadership program about its impact on their performance. The study sample consisted of 141 program graduates from 9-cohorts. A multilevel concept in measuring the impact of the educational leadership program on the graduates’ performance was employed. The framework consisted of 4 levels: self-learning, changing others, embedding changes in school practices and sustainability of change and scaling up the school performance. The study questionnaire was designed on the basis of this framework. Results show that the Educational Leadership program positively affected its graduates’ performance in the 4 levels. The majority of the program graduates agreed that the program positively affected their personal qualities, leadership styles and practices to support school development, school staff, students’ performance and school ranking. The majority of the program graduates also agreed that the program positively affected their skills in dealing with curriculum innovations, professional development, research, strategic planning, staff appraisal, communication with community, using ICT, improving students’ learning and applying educational ethics.