When people talk about "community college leadership," they typically refer to presidents or other executive leaders, mirroring a common societal perception that leaders are individuals at the top of an organization's hierarchy. However, leading from the middle is not a contradiction in terms. A growing number of community college educators across all levels and areas of the institution are taking on leadership roles to make their colleges more effective and equitable. The purpose of this paper is to set the context for why it is critical to foster middle leadership in the California Community Colleges and share an emerging approach for how to develop middle leaders. Examining the experiences of Basic Skills Initiative Leadership Institute for Curricular and Institutional Transformation (BSILI) and the Research and Planning Group for California Community College's (RP Group) Leading from the Middle (LFM) leaders and participants can provide insight into the ways that, in the current climate for change, middle leaders are a vital resource to spearhead institutional transformation and lead efforts to increase student success and equity. This document draws on a wide range of evidence over time. The content is based on the author's participant observation in LFM and BSILI, a retrospective review of program documents and evaluations, as well as numerous formal and informal conversations with program participants and leaders. This paper begins with a discussion of "why" this is an important time to foster middle leadership in California Community Colleges, including the current forces for change and the ways that a series of student success initiatives over the last decade have contributed to the growth of middle leaders. It then describes "how" BSILI and LFM develop middle leaders and the design principles that both programs apply. Finally, quotes and examples illustrate "what" changed for middle leaders as a result of their participation and what changes they have been able to make at their institutions. These examples are presented in an emerging framework for middle leadership development, based on an examination of the BSILI and LFM outcomes, with a focus on three key areas: (1) Collaborating and participating in collective leadership; (2) Leading college change; and (3) Developing leadership identity. This framework provides insights into the impact on BSILI and LFM participants, including quotes that illustrate these outcomes in action. The conclusion calls for recognition and resources to continue to develop and support middle leadership across California's community college system.