This case study explores the nature of leadership development framed in the relational model through the perceptions of five members of the Student Advisory Board on their development as leaders. The central research question is, How does the experience at the Student Advisory Board create meaning to Board members in their leadership development? The findings exhibit students' leadership development in three dimensions: I - understanding oneself as a leader; you - understanding others' leadership backgrounds and ideas; and we - working as a team to accomplish the Board's goals. The case study contributes to the existing research on the strategies that state-level higher education coordinating bodies can use to engage higher education students in the policymaking process. The research also creates an understanding of the meaning that public policy opportunities have on students' leadership development. Finally, the case study provides significant validation of the relational model of leadership development.