This study focuses on social capital theory and the community college component of the Puente Project. Specifically, this research study analyzes the social capital of intervention program leaders. The specific questions that guided this study included, what are the characteristics, features, and composition of the social resource networks of intervention program coordinators? What are some of the factors that facilitate or constrain the program leader's access and mobilization of resources on behalf of themselves, students, program associates, and the program agenda? How do program coordinators work to enhance the program participants' social networks so that participants themselves become independent and learn to network and access resources? How do program coordinators deal with the pressures associated with being a program leader? The results suggest that program leaders must be conscious of social capital, the composition of their own networks, and in providing students with opportunities to network. Secondly, program leaders must actively choose to activate their social capital on behalf of the program and their students. Third, program leaders must develop relationships with individuals and not rely on the referral system as this is not social capital. Additionally, an equal balance of capital between coordinators is imperative such that the program does not rely on only one coordinator's network. Furthermore, hiring committees need to be conscious of social capital and assess potential candidate's level of social capital and help-seeking orientation. Lastly, proper training of program leaders is imperative to help the program coordinators, students, and program thrive. In the end, more empirical research needs to be invested in studying institutional agents as the concept of institutional agents has been both understudied and undertheorized in social capital research.