Among the many issues facing today's higher education, the change in student demographic posits significant challenges to effectively managing higher education. Enrollment statistics predict that minorities will fill up to 48% of the student population by 2050 (Enyeart Smith, Wessel and Polacek, 2017). Because universities play a primary role as gatekeepers to knowledge and as molders of future diverse leaders, they must equip themselves with employees that can effectively manage the diverse cultures on campus. The study proposes aims to discover the relationship between cultural intelligence and best leadership practices of student services professionals in faith-based higher education institutions in West Texas. Two research questions guided the study: (1) Are there differences in cultural intelligence between student services professionals? And (2) What is the relationship between cultural intelligence and the five-behavioral constructs of leadership practices adopted by student services professionals in faith-based higher education institutions in West Texas? The research builds upon Early, Ang, and Tan's (2008) intercultural competence framework of Cultural Intelligence (CQ)--the ability to work effectively in cross-cultural settings--and Kouzes and Posner's (2002) Leadership Practices Inventory (LPI) indicating best leadership practices of exemplary leaders. The merging of diversity competence and best leadership practices offers a cutting-edge perspective on preparing higher education leaders to face global diversity, starting with the students. The empirical study demonstrated an overall low cultural intelligence score on student services professionals in faith-based higher education institutions in West Texas. The results also showed a strong relationship between cultural intelligence and "Inspire a Shared Vision" as well as between cultural intelligence and "Enable Others to Act." More precisely, results indicated cognitive cultural intelligence predicts Inspire a Shared Vision, and metacognitive cultural intelligence predict "Enable Others to Act." There was no statistical significance between cultural intelligence and "Challenge the Process, Model the Way," and "Encourage the Heart." [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.]