The COVID-19 pandemic and subsequent responses affected students of all ages academically, mentally, and emotionally. As leadership educators, we felt compelled to respond by adjusting our programming and pedagogy for a post-pandemic era. This study aimed to explore the experiences of the thirty college of agricultural science students who engaged in an intentional community of practice about leadership. We used a case study approach and a social learning theory to specifically investigate how a social learning environment and the use of brokers contributed to student leadership trajectories. We found that student leadership trajectories shifted because of engaging in a caring community with the aid of candid and connected brokers. A small class size, multiple connections with an industry professional, and a course centered on student voice resulted in new confidence and plans to pursue future leadership opportunities.