This study explored the Professional Quality of Life in behavioral intervention team members at community colleges through the subcategories of compassion satisfaction and compassion fatigue. Although major tragedies are rare at colleges and universities, the emotional toll that behavioral intervention team members experience through listening to student stories and creating appropriate interventions can be taxing on their Professional Quality of Life. Stamm (2010) founded the Professional Quality of Life scale which measures how those in helping professions experience compassion satisfaction and compassion fatigue through the work they do. Student affairs professionals have not commonly been studied regarding compassion satisfaction and compassion fatigue, and this study aimed to navigate these experiences in behavioral intervention members. There were a variety of themes that came from this qualitative study. The first theme was that behavioral intervention members found their work challenging, but very rewarding. Most of the participants found that graduation was the ultimate celebration because it meant that the interventions for the students had successfully led to completion of their degree. Another theme is that support from fellow team members, as well as friends and family was important to the members keeping a positive Professional Quality of Life. Participants also shared that working for community colleges has allowed them to keep a good work-life balance. Another theme is that participants were growing professionally which helped their professional quality of life. There was also a common theme of the fear of missing important information that would impact a student's behavior that could possibly lead to tragedy. Implications for this study include preparing new student affairs professionals for working in community colleges, as the experience can be vastly different than that of four-year institutions. Preparing student affairs professionals in helping skills is another way to better equip them to work with students of concern. Another implication and recommendation is for institutions to distribute funding to mental health services in general, and especially to their behavioral intervention team. More funding equates to more professional development and services available to help struggling students. The intentions of the findings, implications, and recommendations found in this study is to spark a greater interest in Professional Quality of Life in student affairs professionals at community colleges, and especially those doing crisis work through behavioral intervention. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]