This study advances the literature surrounding the interplay of social networking, socially responsible leadership, and social perspective-taking. The need to explore these connections are important; however, there remains a dearth of evidence from large scale studies (Ahlquist, 2017; Baek, et al., 2012). This study examined to what extent, if any, social networking influences college students' capacities for socially responsible leadership. More specifically: (1) To what extent, if any, does social networking frequency influence college students' capacities for socially responsible leadership?; (2) To what extent, if any, does social networking proficiency influence college students' capacities for socially responsible leadership?; (3) To what extent, if any, does social networking centrality influence college students' capacities for socially responsible leadership? This study also explored social perspective-taking as an intermediate outcome; and (4) To what extent, if any, does the inclusion of social perspective-taking as an intermediate outcome shape the influence of social networking on college students' capacities for socially responsible leadership? Results demonstrate that social networking provides a value-added, consistent, and statistically meaningful contribution to explain variance in college students' leadership outcomes. Additionally, post-hoc analyses determined that social networking remained meaningful in the context of high impact practices. [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.]