Within the context of higher education, student conduct administration is drenched in risk, compliance with local and federal laws, and managing the evolving needs and demographics of students (Glick & Haug, 2020). In short, student conduct is a complex, and challenging functional area to work in, as administrators to balance educating students, protecting the campus community, and mitigating institutional risk (Miller & Sorochty, 2015; Lancaster & Waryold, 2008). As higher education continues to evolve, such does the field of student conduct and subsequently the responsibilities and needs of the practitioner. This qualitative, phenomenological study aimed to explore the lived professional experiences of student conduct administrators; to better understand their struggles and needs, as they would describe. This study also explored support structures for SCAs, specifically looking at their supervisor’s role in crafting support. Semi-structured interviews were used to capture depth in the shared experiences of ten participants and describe the meaning assigned to the phenomenon being explored (Brinkmann & Kvale, 2015; Creswell, 1998; Mertens, 2015). The goal of this study was to elevate the voice of SCAs in informing support mechanisms for practitioners that work in this tough field.The findings of this study were captured in four main themes: (1) Clashing with the Regime, which looks at SCAs challenges navigating political ecosystems within their respective institutions and states, (2) Encountering Turbulence, which captures common challenges SCAs experience while resolving cases (3) Nurtured by Leadership, which looks at the role of SCAs direct supervisor in fostering support and (4) Leaning on the Village, which captures the network of support SCAs receive outside of their direct supervisor.