The present collaborative autoethnography research project examined the concept of leader identity development (as contrasted to traditional models of leadership development) as a means of equipping a more diverse pool of future leaders for higher education. The 10-month study involved gathering data from 17 people of color in order to address the research question: In what ways (and how) did participating in a yearlong leadership development program contribute to the leader identity development of persons who had been identified as "emerging leaders of color" in Predominantly White Institutions? Findings included alignment with insights from DeRue and Ashford's (2010) claiming and granting theory in the process of leader identity development, the enhanced commitment of participants to strategic self-advocacy and taking risks, and the value of supportive professional relationships, which developed among the participants during the present research project. Future leadership development programming should introduce DeRue and Ashford's (2010) model, encourage developmental relationships, and create ethnic-specific safe spaces.