First-year university students often encounter challenges related to academic success, with their ability to persist influenced by various factors, including their perception of themselves as leaders and their leadership competencies. In the wake of the COVID-19 pandemic, the landscape of higher education has evolved, necessitating a more deliberate approach to leadership identity and capacity development among adult learners. This shift demands a departure from leadership development being solely the responsibility of student affairs, requiring instead a collective effort from campus staff and faculty, integrating leadership theory into curricula and co-curricular activities. Understanding that a student's leadership capacity evolves throughout their college journey provides valuable insights for university officials seeking to support students in developing their leadership potential. However, a lack of comprehensive assessment tools hampers efforts to fully comprehend the impact of college experiences on leadership capacity, warranting further research in this domain. The integration of intentional leadership identity and capacity development initiatives into higher education institutions holds promise for fostering student persistence and success. By acknowledging the evolving nature of leadership capacity and investing in tailored support mechanisms, universities can better equip students to navigate the complexities of higher education and thrive academically. The study conducted at three faith-based universities in San Antonio, Texas--Our Lady of the Lake University, University of the Incarnate Word, and St. Mary's University--uncovered a significant trend among first-year students: a conventional understanding of leadership centered around hierarchical power structures. This insight offers a distinct opportunity for university staff and faculty to introduce these students to alternative, systemic group leadership processes and theories. By deliberately exposing first-year students to diverse leadership frameworks, educators can broaden their perspectives and empower them to navigate complex organizational dynamics effectively. [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.]