This dissertation study explored meaningful experiences contributing to students' identity, capacity, and efficacy development as culturally relevant leaders. In Chapter One, I detailed the importance and relevance of this topic in the field of higher education. Then, I reviewed the literature on college student leadership development; defined leadership identity, capacity, and efficacy development; and culturally relevant leadership learning (CRLL; Bertrand Jones et al., 2016). In the third chapter, I described the qualitative methodological approach to uncovering how college students develop leadership identity, capacity, and efficacy to engage in culturally relevant leadership. I approached this study from a critical constructivist paradigm. I collected interview and focus group data on the individual and collective lived experiences of nine first-year college students who participated in a curricular and co-curricular leadership development program. Findings are summarized into nine themes. In the final chapter, the findings are analyzed and illustrated in an applicable model for fostering culturally relevant leadership identity, capacity, and efficacy development. This chapter details the model's connection to current literature, the study's limitations, implications for practice, and future directions. [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.]