A university president occupies an increasingly symbolic position in today's higher education landscape, yet this aspect of the presidency is not well understood. Expectations for engagement, partnership building, fundraising, and cultivation of a public image continue to increase, while tenure lengths of presidents have fallen. Utilizing data from interviews with ten sitting presidents of U.S. colleges and universities, this phenomenological study explores the process of becoming a symbolic president, harnessing the power of symbolism while in office, and managing its impacts both personally and professionally. Hegel's theory of recognition is used to demonstrate how presidents internalize and carry out their symbolic role in a highly intersubjective position. Findings suggest symbolism is developed through a combination of reflection, self-development, and objective feedback from mentors and advisors. Symbolism in office is primarily manifest through actions of listening, relationship-building, and myriad opportunities for inspiring through communication. Presidents who practice dialogue over decree, seek to inspire and not simply inform, and lead rather than manage are best positioned to succeed as symbolic leaders.