This study examined college students' capacities for socially responsible leadership using theoretical measures grounded in the social change model of leadership development (HERI, 1996). Findings represent responses from 50,378 participants enrolled at 52 colleges and universities across the United States. Students scored highest on the leadership construct of commitment and lowest on the construct of change. Specific attention was paid to the unique influences of race, gender, and sexual orientation. Women college students scored significantly higher than men on seven out of eight leadership measures. Complex findings associated with race reflect highest scores among African American and Black college students and lowest scores among Asian Pacific American college students. No significant differences emerged related to students' reported sexual orientations. Results are interpreted in the context of higher education and student affairs practice along with suggestions for future research. (Contains 1 table.)