This qualitative study examines the experiences of student leaders working in partnership with teacher leaders to implement Vermont's Act 77, a state mandated personalized learning policy. Drawing on a theoretical framework that connects the zones of mediation and knowledge brokering research, this study explores the question: How do youth and adults experience youth leadership around the implementation of Vermont's Act 77? Drawing on focus group data, interviews, and observations of youth leadership of personalized learning policy implementation across 18 high schools between 2014 and 2018, the study identifies the opportunities challenges of youth acting as knowledge brokers around state education policy in their schools. It concludes with implications for educational leaders and policymakers.