Using the first phase of a longitudinal study of student leaders of the 2002 Midwest Bi-, Lesbian, Gay, Transgender and Allies College Conference (MBLGTACC), the authors explore the intersections of involvement in identity-specific leadership activities and development of LGBT/Queer identity. LGBT leadership experiences appear to have contributed substantively to the identity development of these college students. Based on this finding, the authors propose implications for improved educational practice and areas for future research. (Contains 3 notes.)