Many people in higher education think that "values talk" should be reserved for important ceremonial occasions, like commencements and reunions, or for remarks after a major scandal. In their view, values should take a back seat to the pragmatic reality of empirical evidence. But, in reality, every interesting problem of policy or practice depends on principles as well as facts. Just as higher-education leaders should become good at assessing evidence and analyzing the consequences of particular decisions, so they should become good at identifying and understanding the values underlying the issues with which they wrestle. In this article, the authors consider examples of issues in higher education that have significant value dimensions. These issues are: (1) Enrollment management; (2) Early admissions; (3) Needs analysis in student aid; (4) Need-based aid packages; (5) College rankings; and (6) Admissions decisions. The authors' aim is not to defend particular claims about what is, on balance, the right thing to do in each of the cases. Rather, they want to show that bringing values aspects to the surface allows higher-education leaders to think about such issues more responsibly and constructively.