There is continuing struggle within higher education on how to recognize what is and is not a student affairs role on a collegiate campus. Furthermore, the process of assessing and defining the skills, competencies, and dispositions required for those roles is not agreed upon across campus environments. They often include administrative tasks that human resources departments have outlined for all non-academic personnel at the institution. This lack of distinction sets up an understanding on campus that a focus on administrative tasks in student affairs roles does not require specialized training where the individual would demonstrate specific skills, competencies, and dispositions. Additionally, the educational requirements for such positions vary and often list multiple possible degrees as an option (e.g., counseling, social work, specific academic disciplines for academic advising, educational policy). As a result, student affairs staff members continue to struggle with convincing their collegiate colleagues that they are part of a distinct profession. Recognizing student affairs as a profession requires more than making statements through internal guiding documents for the field. In this article, the authors address the establishment of certification for student affairs educators as the appropriate next step for the profession.