The purpose of this research was to explore the experiences of burnout and compassion fatigue among postsecondary undergraduate student leaders working in supportive, helping roles at a small liberal arts college, and to identify mitigation and coping strategies for these phenomena at both the individual and organization level. Guided by social cognitive theory and conservation of resources theory, the study examined the effects of an educational workshop series on participants' experiences of burnout and compassion fatigue and their knowledge and skills related to prevention and coping. This qualitative case study was conducted at Occidental College in Los Angeles, California with eight research participants, over the course of the Spring 2024 semester. The intervention workshop series consisted of three sessions focused on individual skills related to burnout and compassion fatigue prevention and coping, and organizational level strategies for mitigation, including: (1) mindfulness and self-compassion practices, (2) assertive communication and boundary-setting, and (3) management skills from a servant leadership perspective. Data was collected via pre- and post-intervention, semi-structured individual interviews, group discussions held during workshop sessions, researcher observations, and student group artifacts. Qualitative data analysis included Values and Pattern coding, in two cycles. Four themes were identified through the coding process: (1) Identity and the Student Leader, (2) Positionality of Student Leaders, (3) Shared Experiences, and (4) Foundational Leadership Skills and Institutional Support. Results indicated that student leaders were passionate about, and viewed their individual identities as intrinsically linked with, their work supporting others. Findings highlighted participants' challenges in setting boundaries, particularly the need to manage their groups and serve their greater community of peers, while also prioritizing being students themselves. Results suggested value in institutionally supported mechanisms for student leaders to learn together and share personal experiences of these phenomena with each other, and pointed to a need for ongoing training opportunities to include servant leadership skills in order to help proactively manage burnout and compassion fatigue. While the intervention did not reduce the experiences of burnout and compassion fatigue among participants, it did show to have a positive effect on participants' knowledge and behaviors related to coping and prevention. [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.]