The purpose of this study was to compare the authentic leadership features and organizational citizenship behaviors of teacher candidates in a university’s pedagogical proficiency classrooms. This quantitative study included non-random selection of the participants. The data was collected during the 2014-2015 school year. The number of participants included 751 teacher candidates in pedagogical proficiency classrooms. The sample included 416 female participants and 335 male participants. Teacher candidates answered questions on two questionnaires: Authentic Leadership Scale (ALS) and Organizational Citizenship Behaviors (OCB). ALS included 16 items and OCB included 19 items. Both instruments were Likert type scales with five possible answers (1 = Absolutely disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, and 5 = Absolutely agree). The relationship between the authentic leadership features and organizational citizenship behaviors of teacher candidates was analyzed through Pearson’s Correlation Coefficients. The effect of organizational citizenship behaviors of teacher candidates on their authentic leadership features was analyzed through Regression Analysis. After the data was analyzed, the findings indicated that there was a significant relationship between the authentic leadership features and organizational citizenship behaviors of teacher candidates in pedagogical proficiency classrooms. The results also suggested that there was no effect of organizational citizenship behaviors of teacher candidates on their authentic leadership features Organizations which play a very important role to maintain theexistence of the society, as seeking for new approaches in the name ofimproving the productivity of individuals. Organizations that havequalified human resources are successful in all aspects. Organizationsthat have difficulty in knowing how to use human resources may facemajor difficulties. Efficiently functioning organizations have individuals,who go beyond their officially signed contracts, work mostly on voluntarybasis, and strive for the success of the organization. The effects ofleadership skills of individuals would be undeniable in a context ofobserving organizational citizenship behaviors. In such contexts,authentic leadership features and organizational citizenship behaviorswould affect the performances of teacher candidates in their future worksites. Researchers have developed various theories and definitions ofleadership. The term ‘’leader’’ has been defined as the person couldmotivate a group of people for a specific purpose. By the end of 20thcentury, the authentic leadership has developed as a component ofpositive leadership (Clapp-Smith, Vogelgesang, and Avey, 2009). Afterconducting research, the researchers have concluded that as a type ofleadership, authentic leadership is creating a common sense and purposein order to meet the needs of individuals in the society (Luthans ve Avolio,2003). Authentic leaders are aware how other people’s perceptionstowards their actions and behaviors (Sosik, Jung, and Dinger, 2009).They are well aware of their surroundings in terms of problem solvingskills and exhibiting ethical attitudes in work environments (Hassan andForbis, 2011). In addition, authentic leaders tend to create transparencyand willing to take responsibility in most critical cases (Shamir andEilam, 2005; Sosik, Jung, and Dinger, 2009). Researchers suggest thatauthentic leadership has four subscales: self-awareness, unprejudicedassessment, relational transparency, and ethics (Gardner, Avolio,Luthans, May, and Walumbwa, 2005). In this case, self-awareness meansassessing self-actions in honest ways, unprejudiced assessment meansbeing neutral in most situations, relational transparency meansopenness with others, and ethics means setting high standards for moralconduct (Gardner et al., 2005).On the other hand, organizational citizenship behaviors depend ona collaborative system as individuals willingly contribute to the successof the organization (Katrinli, Atabay, and Gunay, 2006). The workers ofthe organizations must be willing in order to be able to make meaningfulcontributions (Organ, Podsakoff, and MacKenzie, 2005). Individuals withstrong sense of organizational citizenship behaviors would employinnovative attitudes for the success of the organization (Jahangir, Akbar,and Haq, 2004). Researchers suggest that authentic leadership has fivesubscales: alturism, conscientiousness, courtesy, civic virtue, andsportsmanship (Ehrhart, 2004). Alturism refers to exhibiting benevolenceto others (Allison, Voss and Dryer, 2001), conscientiousness refers tobeing meticulous in all situations (Özdevecioğlu, 2003), courtesy refers toattitudes preventing situations that might cause problems (Organ andRyan, 1995), civic virtue refers to efforts in exhibiting laws associatedwith social mode (Podsakoff, MacKenzie, Paine, and Bachrach, 2000), andsportsmanship refers to demonstrating tolerance and being permissive inmost cases (Özdevecioğlu, 2003).Purpose and Significance of the StudyAfter conducting an extensive literature review about therelationship between authentic leadership and organizational citizenship,the results indicated that most of the studies have mainly focused on therelationships between the attitudes of employees in a work environment(Avolio, Zhu, Koh, and Bhatia, 2004). In other studies, the relationship ofauthentic leadership with different variables has been examined(Schnake, Dumler, and Cochran, 1993). For instance, the relationshipbetween authentic leadership and transformational leadership or therelationship between authentic leadership and ethical leadership hasbeen investigated several studies. However, there are only few studiesfocusing on the authentic leadership and organizational citizenship of teacher candidates in pedagogical proficiency classr