This qualitative study focuses on the leadership development experiences of Black women undergraduate student leaders at Hispanic Serving Institutions (HSIS) in California. Grounded in Black Feminist Thought (Collins, 2000) and the Leadership Identity Development (LID) model (Komives et al., 2005), this study uses narrative analysis to examine how Black women make meaning if their leadership identities while navigating systems shaped by racial and gendered inequities. Through in-depth, semi structured interviews with seven participants, this study centers the voices of Black women students whose leadership journeys reflect themes of advocacy, legacy building, resilience, and resistance. Key findings include navigating institutional dynamics, confronting resource disparities, managing intersectional challenges, fostering personal growth, building pathways of legacy, and discovering validation through external experiences. These narratives highlight how leadership for Black women is often rooted in collecting care, intergenerational mentorship, and a deep commitment to community uplift. This study contributes to the limited body of scholarship focused on Black women in undergraduate leaderships at HSIs. It challenges dominant, deficit-based narratives and calls for higher education institutions to move beyond performative diversity efforts by investing in intentional, culturally grounded leadership development. The findings offer critical implications for policy, student affairs practice, and future research on inclusive leadership model.