This paper asks whether high school leadership activities play an important role in explaining the Hispanic college-completion gap. The analysis in this paper considers the role that English language fluency plays in a Hispanic student's leadership probability and in the student's future educational success. The main results in this paper are: first, after controlling for demographic and school characteristics, there are no major differences in high school leadership activities between Hispanics and non-Hispanics; second, high school leadership activities predict higher college attendance rates for all demographic groups; and third, high school leadership activities predict a higher probability of attaining a college degree among Hispanic students whose first language is not English. Importantly, this relationship is stronger among students whose first post-secondary institution is a 2-year college. (Contains 6 tables.)