Burnout is a state of physical or emotional exhaustion that also involves depersonalization and a sense of reduced accomplishment, stemming from chronic workplace stress (Maslach 2003). Some higher education professionals experience stressful workplace conditions such as extended business hours and increased responsibilities despite declining resources. Other factors such as unclear job expectations, limited opportunities for career advancement, and insufficient compensation may exacerbate burnout and increase an employee's intent to leave higher education (Lorden 1998; Marshall 2016; Mullen, et al. 2018). Throughout the COVID-19 pandemic, the American Association of Collegiate Registrars and Admissions Officers (AACRAO) surveyed its members about their experiences and institutional policies (Kilgore 2020b). As an extension of this work, the authors analyzed data from AACRAO's October 2020 survey (Kilgore 2020a) to better understand and document higher education working conditions during the pandemic and their potential impact on higher education. From this research and analysis of higher education professionals' experiences and perceptions across hundreds of institutions in the United States, the authors gleaned important lessons for leadership and institutional researchers to consider during the current pandemic and future campus emergencies. The work showed multiple ways to improve the experiences of higher education professionals including transparent decision-making, having an empathetic approach to leadership, and using institutional research in times of crisis. This article shares recommendations for higher education leaders to inform institutional practices designed to support the working conditions of higher education professionals during emergencies.