This qualitative study explored the shared experiences of 7 collegiate women in positions of leadership who perceived their strengths do not align with gender norms. Participants shared experiences through written and oral interviews, and the researcher utilized strengths philosophy and the Status Incongruity Hypothesis as theoretical lenses, and hermeneutical phenomenological methods to analyze the data. Results suggested participants have each overcome significant obstacles through their formative years, and most have encountered multiple instances of gender-based backlash when they demonstrated leadership styles or beliefs that are incongruent with traditional gender norms. The behaviors the women identified as the foundations of their non-alignment with traditional female gender norms were also perceived as sources of great strength, and confidence levels were higher among this sample than research has suggested is the case for most women in leadership. Additionally, authenticity was determined to be of primary importance to these Millennial participants, which is consistent with generational theory and literature. Implications of this study include the importance of acknowledging the impact campus environments can have on their student population's feelings of empowerment to break the bonds of gendered socializations and the need for campuses to cultivate and maintain campus cultures that support all students pursuing and embodying leadership positions. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]