US medical schools are lacking LHS+ perspectives among its leadership despite the continued growth of this population in medical school enrollees and in US residency and fellowship programs. The LHS+ population is the largest growing minority in the United States, who through their upbringing and experienced challenges to attain professional degrees are able to contribute cross-cultural wealth, bilingual skills, and social maturity. These skills, among many others, set the LHS+-identified individual in an advantageous position to lead. Graduate Medical Education (GME) comprises the training period after medical school, where physicians receive specialty and subspecialty training. GME programs undergo high accreditation standards defined by the Accreditation Council for Graduate Medical Education to assure high-quality medical training. GME programs are expected to recruit and retain a diverse workforce and foster a clinical learning environment whereby cross-cultural mentoring is provided to ensure academic success of all. To support these efforts, LHS+-identified individuals must have a voice and a seat at the table. This chapter aims to describe the landscape of LHS+ individuals in GME leadership. It also describes opportunities to develop expertise, reputation, and leadership in GME as a means to eventually serve as a dean of GME or designated institutional official.