Exploring the relationship between undergraduate students and student services practitioners is nuanced. By using Twitter as a platform, tool, and community, this dissertation explored this relationship. Previous research has indicated that social media and higher education have been explored broadly, however, relationships between two groups of users--specifically undergraduate students and student services practitioners--on one platform (such as Twitter) has not been significantly explored. Therefore, the purpose of the study was to examine undergraduate students and student services practitioners' relationship through Twitter. Utilizing case study as a qualitative research design, the study explored undergraduate students and student services practitioners from four institutions and the data was analyzed by within-case and cross-case analysis. Chapter 1 introduced the study and set the foundation for Twitter. Chapter 2 provided an overview of the literature and introduced the conceptual framework. Chapter 3 described the methodology. Chapter 4 presented an overview of each case as an institution and an update on Twitter. Chapters 5 -- 8 detailed the findings within each case while Chapter 9 highlighted cross-case findings. Chapter 10 discussed the findings, made connections back to the previous literature, reimagined the framework, addressed limitations, and provided recommendations. The study narrowed the scope of a large meta concept and added to what we know about Twitter and its unique idiosyncrasies, how student services practitioners use Twitter, and how students perceive their usage. [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.]