This action research dissertation explores the multifaceted and dynamic approaches necessary to support foster youth in higher education through culturally relevant leadership and retention strategies. Utilizing a kaleidoscope metaphor, this study examines how individual practitioners' intrapersonal development and ecological conditions within postsecondary institutions collectively shape the support systems available to foster youth. The research aims to integrate the culturally relevant leadership learning model with established retention theories to develop comprehensive support frameworks that recognize and address foster youths' unique experiences, strengths, and challenges. By focusing on the reflective and ever-changing nature of these support systems, the study seeks to provide actionable insights for campus administrators, policymakers, and support staff. Methodologically, the study employs action research cycles to iteratively refine and enhance support strategies, ensuring that they are responsive to the evolving needs of foster youth. Data collection includes qualitative interviews, focus groups, and participant observations with staff and administrators at Emerson College. The findings highlight the critical role of culturally relevant leadership in creating inclusive and empowering educational environments. This dissertation underscores the importance of holistic and timely support for foster youth, advocating for policies and practices that foster academic success, personal growth, and leadership development. The study contributes to the growing body of literature on foster youth in higher education and provides a practical framework for enhancing their educational outcomes and overall well-being. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]