Student affairs staff members experience stress and burnout as a result of frequent transformation within the higher education landscape. Although change affects all employees in the field of higher education, staff members in student affairs are faced with unique challenges that lead to the adoption of healthy or unhealthy coping behaviors. The purpose of this study was to explore how student affairs staff members learn well-being practices in the higher education workplace. A hermeneutic, phenomenological approach gave participants the opportunity to describe their experiences concerning the phenomenon being explored. Qualitative data were collected from 11 participants through an online questionnaire, semistructured interviews, and a document review. Findings were analyzed and interpreted to increase understanding of sources that contributed to the learning and adoption of well-being practices. Results of the study indicate participants experience inconsistency in their work schedules, responsibilities, and roles, which often leads to a search for balance through the adoption of well-being practices. Coworkers, supervisors, and leaders in the workplace influence the well-being practices of participants through interpersonal collaboration, accountability, and modeling. Results further suggest a systemic approach to teaching and supporting well-being, centered on interpersonal relationships, would be most effective to enhance student affairs staff member well-being. Findings contribute to the existing body of literature by providing insight into possible policy changes and the development of strategies that may aid in cultivating a health promotion culture within the higher education workplace. [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.]