This paper describes findings from three different research studies of diverse women learners. We used qualitative methodology to investigate how collaborative relationships among these women supported their learning and leadership development. The first study illuminates how women's leadership can emerge spontaneously. The second study indicates that student leadership is an essential component of collaborative classrooms. The third demonstrates how learners support one another in the absence of formal supports. Together, these studies suggest that collaboration can enhance learning and leadership for women learners in classrooms, programs, and outside of the ABE system. (Contains 2 tables and 1 endnote.)