With marginality and power, forms of resistance, and student development literature serving as a framework, this article explores how student leaders' minoritized identities impact their student involvement journeys. Utilizing the methods of Constructivist Grounded Theory, this paper answers the following research question: "In what ways do student leaders with minoritized identities exercise power in their involvement choices and involvement experiences." Findings indicate that student leaders with minoritized identities exercised power in what they chose for involvement and that they chose opportunities that provided agency to execute their agendas.