The purpose of this research was to explore the paths taken by individuals who hold administrative positions in post-secondary honors education programs. The research sought common professional and educational experiences that current honors education program administrators believe prepared them for the position. This study included the following: a review of higher education administration and honors education administration literature, criteria listed in job vacancy postings for the position of honors education program administrators at selected institutions, suggestions made in career path literature for pursuing positions in higher education administration; a methods section, a presentation of the interview content with current administrators of honors education programs regarding the career paths that led to their present positions, and discussion and implications that arose from the results. This study addressed four research questions which resulted in the following conclusions: (a) education and training of participants was varied, (b) maintain dual roles, advocating for the program, and working across disciplines were cited as challenges of the position, (c) working with students and interdisciplinary curriculum were cited as rewards of the position, and (d) the majority of participants plan to remain in honors rather than pursue other administrative positions. Participants indicated that someone planning to accept the role of honors administrator should have a commitment to and enjoy the following: (a) building interdisciplinary relationships with administrators and faculty from every department, (b) building mentoring relationships with students from every disciplines, (c) and building innovative, creative, highly visible programs that span the entire campus were some of the criteria cited by the participants as beneficial to anyone. As a result of this research the following emergent themes related to honors administration were identified: (a) the purpose of honors administration in regard to administrative and faculty interdisciplinary relationships and student relationships; and (b) the path to honors administration in regard to professional and educational networking, the motivation to enter as well as to remain in the position, and the professional and educational experiences that prepared individuals for the position. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]