Purpose: Public universities are intent on increasing degree completion for many reasons. A stronger policy focus on completion and interest in removing students' financial hurdles has led to a rapid proliferation of completion grant programs. This paper reports on a mixed method implementation study of completion grant programs at seven broad- and open-access universities. We consider how the implementation of completion grant programs vary and how these variations are associated with administrative burden. Methods: Drawing on case studies of completion grant programs and student surveys, we examine the work of the administrators and professionals who create and implement these programs. Results: We analyze the drivers of variation in administrative burden, and describe model elements for administering completion grants that aim to minimize administrative burden and maximize efficacy. Implications: As it can diminish program efficacy and increase inequality, we pay particular attention to administrative burden for staff and students. [This paper will be published in the "Journal of Student Financial Aid."]