Decades of the authors working in higher education--as a student affairs professional and a person in long-term recovery (Becki), as a counselor and counselor educator (Eran), and as scholars studying collegiate recovery (both)--have yielded countless stories of the primacy of recovery from substance use disorders (SUDs) among students, staff, and faculty. Yet, compared with higher education's persistent focus on collegiate drinking, recovery lingers in the shadows, barely visible even to those actively seeking it. Instead, individuals in recovery continue to navigate hostile, and potentially harmful, environments, often with limited support. Silence and, to some degree shame, still largely frame the state of recovery on most campuses today. Yet a certain hope resides in the expansiveness of its very definition; and, despite the ubiquity of substance use in collegiate environments, opportunities exist to challenge stigma, support the recovery process, foster the building of recovery capital, and learn from existing programs. Indeed, much like the process of recovery itself, the state of recovery on campus is ever-evolving, with ample room for student affairs practitioners, faculty, higher education administrators, and students to support its continued progression.