This article explores the experiences of six college students learning and using feminist leadership techniques for the creation and implementation of a performance-based, peer education, sexual assault prevention program. The program was established and governed through the use of two models for feminist leadership, Visions; Building a Feminist Community and Theatre for Community, Conflict, and Dialogue. Both models emphasize a collaborative leadership style and process, which includes a strengths focus, ethic of care, and modeling responsibility to the group. Data were collected via in-depth interviews, field notes, and written evaluations focusing on the group experience. Data reveal how the creation and implementation of this program impacts students’ engagement with feminist leadership practices and how this shapes them as leaders. Data also illustrate valuable implications for future practice, policy, and research development.
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