This qualitative study used an interpretative phenomenological analysis framework (Smith et al., 2012) to explore the ways in which U.S. public university chancellors and presidents experience campus free speech and safe space. Six public university leaders with campus free speech and safe space experience participated in semi-structured interviews in 2022. The resulting analyses included exploration of participants' perceptions and sensemaking, in addition to the double hermeneutic relative to researcher sensemaking (Smith et al., 2012). The findings indicated that participants viewed free speech as foundational to civilized society. Participants emphasized the academy's role in protecting and promoting free speech, while fostering safe spaces for learning and intentional dialogue. The impact of sociopolitical, geographic, and historical contexts on participants' free speech and safe space experiences, perceptions, and sensemaking was highlighted, in addition to the impact of university stakeholders. Additionally, participants demonstrated similarities in their sensemaking relative to campus free speech and safe space, often engaging characteristics of balancing, collaborating, leading, learning, mentoring, and responding. The findings suggest several implications for university leadership. The development of deep and diverse stakeholder relationships, in addition to support systems with others experienced in the presidential role, would be useful for informing leaders' free speech and safe space sensemaking and decision making. Additionally, the need for leadership training on issues related to balancing campus free speech and safe space considerations was also identified. [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.]