Many Christian higher education institutions hold distinct religious identities and hire faculty and staff with aligning faith perspectives, while also admitting students with any or no religious identification. This potential for incongruity among community members is of particular interest when the Christian faith is a strong, missional centerpiece of the university. In this research, I examined the function of open religious enrollment (ORE) and the religious identities of "open" Christian higher education institutions. To do so, I conducted a case study at two research sites, primarily through examination of institutional and denominational documents alongside interviews with 14 campus leaders. The theory of social constructionism was used as a framework to analyze the results of this study. The major findings indicate these universities are defining and protecting institutional identity, employing sorting mechanisms and maintenance methods, and living with religious "Nones" and "Others." From these findings, I discuss three major functions that ORE appears to serve at these institutions, and two dysfunctions that appear counterproductive to their religious identities. ORE serves to (a) further the Christian mission, (b) enable financial viability, and (c) shape the educational environment. ORE may also engender an inverse Christian witness and dilute the religious identity of the university. The conclusion of the study encourages organizational-level consciousness of the ORE practice, institutional responsibility for the experience of religiously diverse students, and increased communication between universities and their sponsoring denominations about what it means to practice ORE. [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.]