Despite the progression of diversity leadership roles within higher education, chief diversity officers (CDOs) continue to encounter limitations. As higher education institutions adapt to changes, CDO roles will continue to expand and become integral in governance and policy. CDOs need direct access to senior university leadership (e.g., the president and cabinet) to be viewed as a crucial role with authority to implement strategic diversity plans, the power to hold others accountable, and the ability to influence all stakeholders across the institution. This study used an interpretative phenomenological analysis to examine how CDOs perceived their authority, power, and influence in higher education. The institution type was considered to see if there was a difference among CDOs working at community colleges, historically black colleges and universities, and predominantly white institutions. This study interviewed 16 CDOs (titles may vary) or the most senior-level diversity officers working at a higher education institution with at least 1 year of experience. Interviews were scheduled for 1 hour and recorded via Zoom video conferencing. The findings showed that the majority of CDOs perceived they had authority (approx. 69%), power (approx. 94%), and influence (100%). Institution type did not have an impact on CDOs' perceptions. However, participants working at community colleges were more likely to feel they had all three constructs than those at other institutions. The findings are directly beneficial for CDOs as a voice for their experience and for university leadership to gain a deeper understanding of the support needed for a CDO 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.]