Campus administrators and practitioners must make sense of state policy and system-level initiatives for successful implementation. This qualitative study examined campus administrators' and student health and well-being practitioners' sensemaking of the University System of Georgia's (USG) Mental Health Initiative (MHI) through interviews with select administrators and practitioners who held one of seven staff roles charged with implementing the MHI at GSU. Semi-structured interviews were conducted with seven participants to better understand the primary research question: How do campus administrators and practitioners who deliver and make decisions about student mental health make sense of the USG MHI? The results of this study provide much-needed insights regarding campus-level sensemaking of system initiatives--specifically by student support practitioners and administrators--which are often overlooked or addressed through policy-implementation assessment studies rather than qualitative interviews about understanding and sensemaking. Emergent themes were related to identity and life context, role hierarchy and relationships, motivational alignment, and the influence of change and urgency on buy-in. The findings also confirmed the seven properties of Weick's (1995) sensemaking theoretical framework. Analysis of these themes revealed a sensemaking approach the author refers to as "conceptual reconciliation," a process through which an individual navigates the gaps between policy prescriptions and their own sensemaking in adhering to, adapting, and evading the policy with their decisions. This study also provided insights into the USG's and GSU's implementation of the MHI in response to the COVID-19 pandemic, as well as insights into student well-being programs and services. These findings comprise recommendations on how state systems of higher education and individual institutions may address challenges of system initiatives through a flexible approach allowing for tailored interpretation and implementation at different institutions and for different roles. Additionally, the results offer new perspectives to those (e.g., higher education services third-party vendors and state-elected officials) who work with and alongside system and institutional leaders in education and student support. [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.]