The rate of presidential turnover over the past decade has accelerated due to planned retirements, the onset of COVID-19, and the complexities and challenges (e.g., political and social) of providing institutional leadership in the context of higher education. This study focused specifically on Christian higher education, where the leadership landscape has been predominantly White and male normed. Within this sector, women (and particularly women of color) have been significantly underrepresented in presidential roles, despite the fact that women now earn a majority of degrees at all levels. Although some progress has been made toward greater gender equity in top-level leadership roles, gender and generational barriers continue to play a role. Previous research on women in leadership within the 185+ member Council for Christian Colleges & Universities (CCCU) has identified several motivators that influenced women currently in leadership to pursue and step into more senior roles; the participants typically represented baby boomers (born 1946-1964) and Generation X (born 1965-1980). Recognizing the generational turnover that is occurring in senior leadership ranks, this study was designed to understand the extrinsic and intrinsic motivators of the next generation of leaders, millennial women. Using a hermeneutic phenomenological approach, two rounds of interviews gathered data from 12 millennial women (i.e., born between 1979 to 1988) from CCCU U.S. member institutions, each of whom had self-reported a career aspiration of assuming a presidential role in Christian higher education. Seven major themes emerged from the data analysis: (a) "preparation and patience to the presidency," which was also reflective of differences in generational priorities; (b) "the value of relationships, recognition, and representation," which captured the importance of specific extrinsic sources of motivation; (c) "the experience of current leaders differs," which related to the reality of generational differences; (d) "intrinsically wired," which reflects the powerful impact of intrinsic sources of motivation; (e) "care for the well-being of the institution," which connected leadership transitions to one's relational responsibility to their institution; (f) "faith over fear," which was based on a sense of alignment with the participant's awareness of giftedness and sense of calling; and (g) "transformed by developmental relationships," which was about the influence of having a developmental network. Notably, the first three themes were the most distinctive and powerful findings of this research project. A discussion of these seven themes in relation to the relevant literature included ways in which the findings affirm or contrast with the motivators of previous generations of women, as represented in a women's leadership development model proposed by Dahlvig and Longman (2014). Implications for practice are offered for campus leaders as they work with millennials and for millennials who are considering or aspiring to a presidential role. [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.]