This dissertation delves into the nuanced experiences of undergraduate student leaders of color who navigate the complexities of being overly involved in extracurricular activities at predominantly White institutions. Overly involved is a student who participates in twelve or more hours per week in their activities. Despite the increasing diversity within campuses, the voices of student leaders of color often remain marginalized within academic discourse. This general qualitative study seeks to illuminate their experiences, shedding light on their unique challenges and opportunities. Drawing upon Astin’s Theory of Involvement, Astin’s IEO Model, Maslach’s multidimensional Theory of Burnout, and Goodman’s Tapestry Model, this research employed general qualitative inquiry methodology, utilizing semi-structured interviews and focus groups to gather rich narratives from ten overly involved (twelve or more hours) undergraduate student leaders of color throughout the United States. Through analysis, the study identifies common themes and patterns within their experiences, examining the intersections of race, ethnicity, gender, class, and other social identities. The findings of this study reveal the multifaceted nature of being overly involved as a student leader of color, highlighting the tensions between academic responsibilities, extracurricular commitments, and personal wellbeing. Participants articulate feelings of tokenization, impostor syndrome, and the burden of representation while expressing a sense of empowerment, community building, and identity affirmation through their involvement.