Higher education in the United States is experiencing numerous challenges (Delbanco, 2012; Grawe, 2018, 2021; Zemsky et al., 2020), with the COVID-19 pandemic amplifying these pressures, particularly for small, private institutions (Grawe, 2021; Marcy, 2020), including most members of the Council for Christian Colleges & Universities. Researchers have posited that the escalating challenges in higher education surpass the ability of any single leader, suggesting the necessity of shifting to an approach of shared leadership (Holcombe, Elrod, et al., 2021). Senior leadership teams (SLTs) can function as a form of shared leadership in higher education (Holcombe, Kezar, et al., 2021; Kezar & Holcombe, 2017). The purpose of this comparative case study research project was to identify the characteristics and practices utilized by the SLTs at two CCCU institutions that had been highly rated in terms of confidence levels from the faculty/staff toward the administration over a five-year period based on data gathered in the "Great Colleges to Work For" annual survey, as reported in "The Chronicle of Higher Education." Because the COVID-19 crisis was current and all institutions of higher education were navigating its impact, I chose to examine these SLTs to address the research question: "What have been the characteristics and practices of highly rated senior leadership teams as they guided their institutions in navigating the COVID-19 crisis?" During two campus visits, a research team of three gathered data through 36 face-to-face interviews, direct observations, and document review. Study findings add to the literature by addressing gaps related to SLTs in the field of higher education, as identified by Kezar et al. (2020). This research project is the first "test" of the Kezar et al. (2020) model, applying it to a study of two highly regarded teams to assess which of the eight key elements of senior leadership teams and their various subthemes emerged as the most dominant among the perceptions and experiences of team members. Four primary themes emerged from the process of data analysis: (a) designing teams to develop significant levels of trust, (b) prioritizing shared team mission and institutional vision, (c) affirming strong presidential leadership that authentically empowers others, and (d) emphasizing clarity throughout crisis. The data from both sites additionally revealed similar features significant to SLT identity and functioning: trust, integrity, empathy, stability, vulnerability, and interdependence. Implications for practice are presented for SLT members and for presidents, including intentionally investing in team relational dynamics, identifying and expanding opportunities for shared leadership, and emphasizing institutional and shared focus. This study extends the research on higher education senior leadership teams and presents opportunities for further research into this important field. [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.]