In the complex, dynamic and often stressful work environment of contemporary organizations the need for appropriate leadership competencies is becoming more and more important. The question of how to develop such competencies is quite challenging and requires new ways of thinking. To broaden the traditional meaning of leadership, I argue for including the model of self-leadership, understood as a process of influence exercised over ones self, rather than over others. Based on this comprehensive understanding of leadership and against the background of experiential learning, I argue how the body shapes the mind, and therefore how it should play a crucial role in education. Since it seems to be reasonable to assume that learning on a cognitive and bodily level complement one another, embodiment can be seen as the missing link in adult learning processes in general, and in the development of self-leadership competencies in particular. Investigating the relationship of body and mind aimed at finally evolving an embodied learning approach for practical application with emphasis on bodily experience along with intellectual reflection, needs an interdisciplinary account that includes current findings from philosophy and neuroscience. Since the classical models of self-leadership and experiential learning seem to widely neglect the role of the body in shaping the mind, the presented embodied approach for developing self-leadership competencies might go well beyond current efforts in both, scope and depth.