The pursuit of authentic leadership (AL) from an educational perspective—which is based on self-awareness, relational honesty, balanced information processing, and an internalized moral position—has become increasingly important for its real influence on people. Guiding individuals in alignment with one’s personal beliefs and principles constitutes the core of authentic leadership, which calls for a eeep focus on ethical reflection. Without a well-founded ethical framework, leaders risk failing to fulfill their responsibility to put the well-being of their groups, companies, and society first by giving in to short-term goals or personal ambition. However, authentic leadership is not covered with the same importance in all of the Higher Educational Institutions (HEI). According to a Harvard Business Review collection in AL developed by George et al. (2007), traditional leadership styles continue being taught in Universities, producing unexpected results in organizations. European educational initiatives are shifting to a more comprehensive strategy, incorporating concepts of AL into educational curricula, encouraging settings that support open discussion, moral introspection, and a new range of several viewpoints. Considering the relevance of AL and business ethics in HEI, the current chapter shows a real case of implementation of a combination of two pedagogical styles to properly conduct a subject of Authentic Leadership. This has been developed in the creation of a new joint master program in sustainability of organizations (the SEA-EU alliance: https://sea-eu.org/ ). One of the objectives of the AL course, within this alliance is to increase the number of mobilities, cross-cultural exchanges, and providing a strong emphasis on experiential learning, enabling students to hone their true leadership skills in real-world settings. This joint initiative bring together academic institutions, the public and private sectors, and policymakers across Europe with the shared objective of developing leaders who embody authenticity and are adept at navigating complex socio-political landscapes. This was precisely one of the inspirations of the project Turquoooise (Transition to Uncertainty by Revising, Questioning, and Unsettling Objectives, Outcomes, and Operations Integrating Sustainability in Education), which was recently renamed to STORM (Sustainability Transition for Organizations and Resilience Management). By adopting a paradigm that encourages introspection and a common goal, this European project aims setting a new standard in leadership development that is in line with the moral obligations and societal challenges of the twenty-first century. This collaborative approach of co-creation has the potential to impact businesses, organizations, and societies across Europe and beyond, generating leaders who are sufficiently equipped to contribute significantly to a globalized world.