This dissertation examines the connection between policy that guides student conduct process and the application of student development theory. Using multi-case study analysis, four conduct administrators at land grant universities were interviewed to understand the ideals and motivators that guide their practice as they facilitate the conduct process. Although they differed in gender, education, and the policies they enforce, participants reported the student conduct process as educational. Participants identify a student's readiness for change as well as how to provide a supportive environment during the conduct process. The implications of this study could impact the policies and practices that dictate the disciplinary process in higher education by encouraging administrators to be intentional and educational in their process and work to embed student development theory in their daily practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]