There is no shortage of places in higher education--most noncompetitive colleges could admit more students, but institutions often struggle to get the class that they want. Professionals consider the admission process successful when they are able to configure a class that meets the institution's many missions and notions, rather than just attracting a general group of students who want to learn. Therefore, admission actions and policies, to some extent, create a mismatch in supply and demand leading to an artificial shortage. This shortage leads to admission decisions becoming ethical paradoxes of equity and equality, as admission officers are ethically bound to strive for both. This article presents a case that illustrates an ethical dilemma in admission and serves as a springboard for discussion of ethical dilemmas. It also presents an overview of the multiple ethical paradigms, which consist of four lenses--(1) justice; (2) critique; (3) care; and (4) the profession--and discusses the use of ethical lenses in examining the dilemma. (Contains 15 footnotes.)