Professional development is learner-centered, where the responsibility to engage in further educational experiences belongs to the individual and is a critical way to prepare for career advancement. In higher education, cisgender women do not hold the majority of chief student affairs officers (CSAO) positions, which is unexpected given their representation in entry- and mid-level positions (Shea Gasser, 2014). Within student affairs, professional development is a lifelong pursuit (Carpenter & Stimpson, 2007) and affords individuals the opportunity to develop the skills needed to attain different jobs throughout their careers. Ten cisgender women participated in this grounded theory study to better understand the phenomenon of professional development experiences of women CSAOs and how professional development impacts career ascension of women in student affairs. Using data from electronic reflection exercises and interviews, multiple levels of coding resulted in a theory to explain the phenomenon (Saldana, 2013). The theory suggests that women CSAOs seek four types of professional development experiences, and that for women to be motivated to engage in professional development, they have to believe it will hold meaning for them. Further, the study identifies three ways in which meaning and impact are demonstrated. The results of the study are important for women seeking senior leadership positions and the student affairs profession to understand how women CSAOs achieve and advance their positions through professional development experiences. [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.]