Northern New Mexico colleges and universities have worked to battle low degree attainment rates and declining enrollment numbers. This work examined how campus leaders in Northern New Mexico Hispanic Serving Institutions have created inclusive and educative campus climates for their students, including what data, experiences, and research they referred to when doing so. Stulberg and Chen (2014) have told us that the key to institutional change in higher education (pp. 38-40) were "[campus] leaders…whose moral and ideological convictions [are] central to the entire process" (p. 40). Applied Critical Leadership served as the theoretical framework for this research as it recognized that campus leaders influence their campus communities, serve as the storytellers for the work of higher education and its benefits to students while also sitting in a position that could galvanize and coalesce an entire campus community (Nicholson, 2007; Santamaria & Santamaria, 2012). This work used a qualitative research design and employed case study as its methodology. This study revealed four emergent themes around which campus leaders coalesced and provided insight into the question of how leaders at Northern New Mexico Hispanic Serving Institutions (HSIs) believed they created inclusive and educative campuses. This study provides implications for both policy and practice and outlines specific recommendations for educational leaders working to serve students at HSIs in Northern New Mexico. [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.]