Background: Leadership plays an important role in driving the integration of person-centeredness across all levels of healthcare organizations, an effort increasingly seen as essential to meet global challenges. In Sweden, a leadership program in person-centred ethics was developed to support this. Although educational initiatives are widely promoted, it remains unclear whether leadership education supports the normalization of person-centred practices in everyday work. Aim: This study aims to evaluate the normalization of person-centred practice from the perspective of leaders, up to six months after their participation in a leadership program. Method: This explanatory sequential mixed methods study is guided by Normalization Process Theory (NPT). Leaders in diverse Swedish healthcare settings admitted to the program (n=43) were invited to participate. Data are collected at baseline, follow-up 1 (after program completion) and follow-up 2 (6 months post-graduation, September 2025), assessing normalization with the Swedish NoMAD instrument (S-NoMAD). Inclusion required program completion, resulting in 33 eligible participants. Quantitative data will be analyzed using descriptive and inferential statistics. Semi-structured interviews will be conducted in autumn 2025 to explore perceived normalization of person-centred practices, analyzed using directed content analysis. Findings: Preliminary analyzes of baseline and follow-up 1 data (n=29) shows significant increases in coherence and reflexive monitoring, suggesting improved shared understanding and evaluation of person-centred practices. No significant change was observed in collective action or cognitive participation. Before the conference, follow-up 2 and interview data will be integrated into the results that are presented. Conclusion and Contributions to practice: Leadership education may enhance key aspects of normalization of person-centered practice, particularly how it is understood and assessed. Further data will provide a fuller picture of how such programs influence implementation of person-centered practice over time. These findings can inform the refinement of leadership programs and support healthcare organizations in advancing person-centred practice through targeted educational strategies.