This dissertation explores how White undergraduate student leaders in formal, institutional leadership positions perceive the influence of race within their roles. With 18 participants and utilizing participant-generated photo-elicitation, focus groups, and participant narratives, this study revealed that White student leaders often adopted a colorblind approach, downplaying the significance of race in their identity and leadership. Despite identifying major sociopolitical events, such as the Black Lives Matter movement and George Floyd's murder, as formative moments in developing their racial understanding, these student leaders tended to minimize the influence of race in leadership and avoided discussions about race. Adding to the importance of the findings, some participants even named their leadership experiences as "segregated." They conceptualized race as something pertinent to others but not themselves, feared talking about race due to the possibility of public scrutiny, and demonstrated a lack of systems thinking in their leadership work. This study has significant implications for leadership educators and administrators in higher education. This research reveals the gap between racial awareness and leadership practice, suggesting the need for a phased approach to antiracist education, starting with racially homogenous groups. White student leaders adopting the colorblind approach struggled to recognize racial inequalities and often dismissed race as insignificant; however, they also reported a desire for intentional dialogue about race and leadership. Finally, this study bridges the gap between two theories: critical whiteness studies (CWS) and the culturally relevant leadership learning (CRLL) model. CRLL is a theoretical tool that, this study argues, leadership educators can use to engage White student leaders. CRLL and CWS together are avenues to expand leadership education so that White student leaders can move beyond the minimization of race through the colorblind approach and learn to analyze race through a systems lens. [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.]