This qualitative study, grounded in the philosophical and methodological foundations of social constructivism and phenomenology, incorporated the use of semi-structured individual interviews to uncover the experiences affecting the development of multicultural competencies of 10 student leaders involved in culture, diversity, and/or social justice-focused student organizations and programs. Through a phenomenological analysis, five major themes were identified from the data: (a) developing identity, (b) experiencing internal challenges in developmental processes, (c) the significance of othering, (d) surmounting adversity and (e) learning in safe and supportive environments. Suggestions and recommendations for future research and practice were shared.