A fundamental goal of higher education institutions is developing leadership capacity among its college students (Astin & Astin, 2000). Contemporary perspectives consider leadership development of college students to be a process toward equity, social responsibility, and positive changes to the community (HERI, 1996). This process values the importance of understanding oneself and working with others for college students from all backgrounds. colleges and universities have been striving to meet the needs of diverse student populations. Since conveying ideas and working in teams are integral in leadership development, language background can be an important factor shaping college students' leadership capacities. In this study, the authors were interested in the leadership development of non-native English-speaking (NNES) students. NNES students are likely to be Students of Color, immigrants, or born in the US but speak another language at home (Liu et al., 2019; Nun~ez et al., 2016). Currently there remains a dearth of knowledge regarding the leadership development of this student group. This presents a challenge to postsecondary educators and practitioners in their effort to meet the needs of these students. As such, the research question guiding the study was: Is being a non-native English speaker related to student leadership development during college?