With the ongoing demographic shifts in the United States, there continues to be an increase of students from low-income households seeking further education (Castleman & Goodman, 2018, p. 20; Fry & Cilluffo, 2019, para. 3). One in three college students in the United States is considered low-income and has Pell Grant eligibility (Lumina Foundation, n.d., para. 1). Low-income college students have a greater chance of not staying enrolled in college and graduating (Cabrera, Burkum, La Nasa, & Bibo, 2012, p. 167; Lumina Foundation, n.d., para. 5). Individual persistence impacts college graduation rates and is essential to the budgetary lifeline of higher education institutions, subsequently making leaders who work in this context find additional ways to meet student needs. Low-income students are often not armed with the knowledge they need to navigate the college landscape when they arrive (Johnson & Collins, 2009, p. 9). How academic and non-academic staff leaders engage with students could impact their academic success and college persistence (Johnson & Collins, 2009, p. 9). Using the Socially Responsible Leadership Scale (SRLS-R2), which measures the values of the Social Change Model of Leadership, this study investigated whether there was a relationship between the socially responsible leadership capacities of academic and non-academic staff leaders and low-income college student persistence and grade point average across two pre-pandemic academic school years (Higher Education Research Institute [HERI], 1996, p. 77). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]