This paper shows that while students operated in the ongoing context of race-based barriers to their education, the Minority Scholars Program provided opportunities for youth development as students reflected on their experiences and implemented initiatives to address those barriers. Employing youth development theories, this case study examined the school-based, student-led program, that engaged students of color and sought to elevate student voice, student leadership, and student activism in its efforts to close the opportunity gap. Student responses to the program generally aligned with theories of positive youth development (PYD) and sociopolitical development (SPD). The paper recommends a Model of Youth Development for Liberation and Thriving that combines and expands on both theories.