This study examined the experiences of Cabinet-level administrators of color at institutions of higher education throughout the USA. Additionally, this study examined the factors that have impacted their journey to those Cabinet-level positions. There is an abundance of literature available on the experiences of African American and Latinx youth and their journey to college but the literature that focuses on Cabinet-level administrators of color in the upper echelons of institutional leadership is lacking. This study sought to address that gap and aimed to demonstrate the importance of valuing diversity in higher education institutions, particularly their administration. To capture the experiences of these Cabinet-level administrators, this study utilized a qualitative grounded theory methodology, more specifically a constructivist grounded theory methodology. Constructivist grounded theory was the methodology of choice because it is guided explicitly by the data collected and allows for the participants in the study to reflect on what has happened throughout their careers (Glaser & Strauss, 1967). Fifteen individuals were interviewed. The participants were all Vice-Presidents and served in the President's Cabinet. Four major themes emerged from the data: (1) mentoring as sponsorship; (2) strategy vs. culture; (3) job title as a social barrier and (4) social identity as both a strength and a weakness. These four themes were then explained through the final core category of this grounded theory: Administrators of Color in Cabinets--Mediating Identity, Culture, and Climate. [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.]