Transformational philanthropic gifts to American universities have dramatically increased in number, size and scope over the past 20 years. During the past ten years, the proliferation of these gifts, defined in this study as $50 million or more, has been especially profound. While such gifts have become almost commonplace at many elite private and public research universities, there are administrators and faculty at universities that receive them who lack experience and understanding of how to navigate and effectively implement this unique revenue source. At universities unaccustomed to philanthropy at this level, organizing to implement a transformational gift can pose a significant challenge. There are ramifications for getting these gifts right. The university's reputation, the trajectory of the recipient school or department, the relations with the transformational gift donor and the institutions ability to attract other major donors, enrollment, faculty hiring and promotion, leadership volunteer (trustee) engagement and the culture on campus are all impacted by whether these mega-gift's implementation is considered successful. This study examined three research universities and how they each managed the implementation of transformational gifts through the lens of one case study at each. The investigation included document review and in-person and online interviews of 14 administrators and academics at the three universities. It principally applied Bolman and Deal's Four Frames of Leadership as a lens in assessing how the four types of administrator participants (advancement vice presidents, primary beneficiaries, finance officers and implementation team leaders) worked together. The study found that early engagement of related campus partners, strong internal cross-campus relationships, alignment between the donor and the institution, consistent and clear communication, leadership prioritization and messaging on the importance of the gift, and flexibility built into gift agreements are essential elements in successful transformational gift implementation. The experience of implementing these gifts resulted in discovery and improved business practice at all three universities and clarifies decision making about implementation staffing options for university administrators. The type of donor was a significant factor in gift implementation. The need for dedicated staff to implement transformational gifts and for formal training and resource guides for professional staff within universities who are working together to manage these complex transactions were both important findings. [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.]