Existing leadership research focuses more on single experiences than the sustained application of skills beyond the formal leadership program. Using data from 124 college students who participated in a six-day leadership development program, this study used a four-phase longitudinal approach to examine influences on students' leadership capacity and campus involvement. Students' family income was placed in a structural equation model, along with their gender, race, leader self-efficacy, leadership skill, and changes in campus involvement, to determine the degree to which leadership capacity might moderate how family income predicts student campus involvement. Within the comprehensive model, no individual variables significantly predicted changes in campus involvement, suggesting that the leadership program itself exerts more influence in sustained campus involvement than student background, including family income.