This study examines the experiences of 44 college faculty members during the disruptions that resulted from COVID-19 from March through June of 2020 using a narrative inquiry of structured interviews. Analyzing faculty members' sensemaking during this time provides insights into the various points of sensemaking that informed their next steps. The data indicate that faculty experienced conflicts in their sensemaking as the result of organizational communications that prioritized technical over pedagogical and human needs, role conflict, and conflict that emerged from positionalities. Faculty resolved these conflicts through an educator identity, leadership experience, and cues gleaned from experiences beyond their organization. This study contributes to the sensemaking literature and the leadership literature as it illuminates the sensemaking experiences of faculty during an unprecedented global event and can inform leadership decisions in the event of similar widespread disruption. [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.]