Research into Catholic educational leadership is invariably qualitative and interview-based. This article maintains that Catholic research of this kind can be framed in a distinctive way, reflecting the distinctiveness of Catholic education. Whilst recognising the merits of the qualitative paradigm, the scale of such research is often quite small. Obtaining a coherent picture of leadership in Catholic schools is made more difficult by having to piece together disparate studies from so many sources, many of which are not accessible to the practitioners who would benefit from such research. This chapter argues in favour of a more coherent, national approach to the practice of research and its dissemination, in order to benefit both the formation of Catholic education policy and the formation of its leaders.