Using an appreciative inquiry framework, this qualitative participatory research study identified opportunities to foster a more positive and sustainable work culture for parent-identified student affairs staff and beyond, built on existing elements that support thriving and work-life harmony in the profession. Participants self-selected to attend an appreciative inquiry summit designed for parenting student affairs professionals who were currently employed at one of multiple constituent institutions with a state higher education system. Data generated through the activities of the summit, which was focused on bringing together parenting student affairs practitioners to share in a practical, strengths-based, and collaborative approach to creating positive, whole system, cultural change, were analyzed using a thematic analysis approach. Analysis involved five phases that included two cycles of open coding, followed by axial coding, and two phases of theme development. Analysis of the data facilitated the discovery of eleven elements of thriving and work-life harmony, organized into four life-giving dimensions. Further thematic development based on the shared meaning patterns created by the interactions of those elements, resulted in five key themes: (a) that successful and concurrent accomplishment of responsibilities in the domains of work and family life are central to participants self-defined experiences of work-life harmony, (b) having flexibility and autonomy supports prioritization of family needs and work-life harmony, (c) thriving can be generated by engaging deeply in innovative and meaningful work with appropriate capacity and resources and, (d) being valued and recognized for work accomplishments contributes to sustained thriving, and e) student affairs professionals' involvement in policy development through shared governance can contribute to work-life harmony and thriving. The data extended beyond the original scope of the study as participants shared their whole stories; those specific to their identities as parents and those applicable to all student affairs professionals. The findings provide insights about the best experiences of parent-identified student affairs professionals that serve as the foundation to shape the future of the profession as an industry leader in achieving a culture of thriving and work-life harmony for all student affairs professionals. [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.]