Campus recreation plays an important role on today's college and university campuses. Student involvement and engagement with campus recreation has multiple benefits to students extending beyond physical activity, such as students persisting at their college or university at a higher rate (Forrester et al., 2018), having a higher GPA (Belch et al., 2001; Brock et al., 2015; Mayers et al., 2017), and experiencing increased feelings of well-being (Shellman & Hill, 2017). However, college and university students face a variety of constraints to leisure participation and utilize numerous constraint negotiation strategies to be able to participate in campus recreation. Using the Psychological Continuum Model (PCM) (Funk & James, 2001; 2006), this study aimed to understand how involved students are with their campus recreation department, and how that involvement is related to the leisure constraints faced and leisure constraint negotiation strategies used. A multivariate analysis of variance (MANOVA) was conducted and found no significant difference in leisure constraints experienced based on the different stages of the PCM. A second MANOVA was conducted and found significant differences in the leisure constraint negotiation strategies utilized by students. Significant differences were found in all six categories of leisure constraint negotiation strategies: time management, skill acquisition, interpersonal relation, financial management, physical fitness, and intrapersonal validation. The majority of the differences were between the awareness and allegiance stages of the PCM. [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.]