As campus leaders called students, faculty, and staff back to in-person courses and student activities after the COVID-19 global pandemic, they were faced with employee retention challenges, burnout, recruitment limitations, and the changing nature of on-campus learning; there is ongoing discourse around these challenges and the extent to which the pandemic exacerbated the situation. Although not the sole solution, professional development is seen as an opportunity to mitigate these challenges. The qualitative case study focused on job satisfaction of capital projects professionals from the perspective of leaders of California State University facilities planning and management organizations. Senior facilities leaders were selected to participate in either an individual interview or focus group. The interview focused on perceptions of the leader's role in supporting job satisfaction, and the focus group covered professional development opportunities. The study used a conceptual framework based on a combination of strategies identified in adult learning theory and factors of motivation as defined in self-determination theory. Four strategies for increased job satisfaction were identified, from assessing department climate to providing strategic professional development opportunities. The significance to this study is the identification of opportunities to increase job satisfaction across the California State University system based on the study's findings, ultimately allowing for high-performing organizations made up of committed staff with shared values and institutional knowledge to contribute to student success. [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.]