The purpose of this qualitative research study was to better understand the ways community college administrators navigate power, politics, and human relations in the workplace. Community college administrators shared narratives of learning leadership and navigating power and politics. Participants described the circulation of power among college stakeholder groups, as well as power struggles between administrators and other stakeholder groups. Foucault's conceptualizations of power, discipline, discourse, and ethics underpin this study's theoretical framework. These conceptualizations are useful in studying community college leaders' development and leadership practices because they provide a perspective for critiquing community college's underlying structures and the ways these structures shape leaders' and others' actions. Administrators' uses of and subjections to power vis-à-vis economic, ethical, political, and educational discourses problematize traditional constructions of leadership and management. There are no current narrative analyses or studies on higher education and community college leaders' leadership development and navigation of power and politics. Specifically, this study's results address the gap in the literature on community college administrators' leadership development and on theoretical understandings of power relations in the community college context. Some implications of these findings are strategies for community college leaders' negotiation of power relations, development of ethical selves, and communication and relationship development with constituency groups.