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Leadership is not an innate trait. Children need to be trained and taught to be a leader both for themselves and for others. Unfortunately, there has been an assumption, especially in Indonesian Muslim society at large, that boys should get leadership training more than girls since a leader is supposed to be a male. This gendered assumption would lead to lack of leadership training for girls. Consequently, there would be less girls have the confidence to lead. This research investigates social interactions between students and students-teachers that have leadership values. A focused ethnography was conducted in a kindergarten owned by military wives- organisation in Bandung, West Java. A gender perspective was used to analyse who got more opportunity to enhance their leadership skills. The research found that teachers did not planned any leadership training for the students. Instead, the teachers left it up to the students- “natural” play. The children learned leadership skills only in free play without any interventions from the teachers. As a result, a dominant child, who happened to be a boy, led the most. This research recommends a planned and structured teaching and learning to instil leadership skills to all children regardless of their gender and domination in the group. Teachers should interfere in order to provide equal opportunity for all children to learn how to be a leader.