The historic mission of community colleges has focused on serving the need of their local communities. From vocational training, lifelong learning courses, to the postsecondary transfer pathway; the scope of community college has remained expansive since their founding as extensions of local secondary schools. Today's community colleges enroll the largest proportion of Latina/o students than any institutional type in higher education, yet the leadership composition of these schools does not reflect the students who enroll. The purpose of this study was to use Bordas' (2001) Latina/o Leadership Model to make sense of Latina/o community college leaders' demographics, career pathways, participation in leadership programs, and educational preparation. A geographic distribution of Latina/o leaders in U.S. community colleges helped inform and challenge what we know about the regional enclaves where Latina/os live and work. The members of the National Community College Hispanic Council (NCCHC) an affiliate council of the American Association of Community Colleges (AACC) served as participants in this study. Major findings of the study included; challenging the dominance of the race-neutral AACC competencies and the importance for Latina/o leaders to tell their stories to challenges dominant knowledge claims about Latina/os in higher education and community colleges. [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.]