Scholars discuss the ways Latinas participate in leadership, yet the experiences of Latina girls leading their schools is understudied. This article draws from a place-based framework to narrate the ruptures, uneasy space, surrendering, and transformation that four Latina student leaders ascribe to the leadership they enact within places of belonging in their high school. Through qualitative observations and interviews, their stories demonstrate that by taking up leadership positions at their school, Latina girls challenge raced and gendered societal normativities which sustain deficit-based gendered stereotypes and impose upon Latinas oppressive expectations of compliance and subordination. They transgress such ideological constructs through resistance, often learned from their homes and communities, and by the collective they form with other Latina girls in spaces at school so to make new meanings, specifically "their" meanings about race, gender, and leadership. A place-based approach to examine Latina student school leadership is proposed to consider how educational settings can be more inclusive of Latina girls' intersecting identities.