With increasing marketization, competition, and accountability in U.S. higher education, academic administrators constantly balance institutional, student, and community needs through a complex intersection of financial and political requirements (Bok, 2013; Hendrickson, Lane, Harris, & Dorman, 2013; Massy, 2016). Weisbrod, Ballou, and Asch (2008) proposed that leaders subconsciously work with diverse needs through a process labeled the two-good framework, in which "mission-good" and "money-good" outcomes are pursued to ensure institutional purpose and fiscal viability. Within U.S. higher education, Christian colleges and universities provide a heightened example in the challenge of balancing mission and money demands as they fulfill expectations from the government (Wells, 2016), denominations (Benne, 2001), students (Selingo, 2013), and leaders' understanding of God's will (Holmes, 1987). Case study methodology was used to analyze the perceptions regarding mission, money, and institutional integrity from diverse representatives at a single university. The Humanities majors from the traditional program and 2 vocational majors from the Adult Degree Program provided 2 lenses to examine the institution from different perspectives along the two-good spectrum, including participants' perceptions of newer programs and opportunities influencing their development. Three composite themes were identified as best reflecting the data gathered in 38 interviews, along with campus observations and document analyses: "Motto-Good," "Money-Present," and "Innovation-Identity." Recommendations for practice identify communication needs, and further research highlights future contexts and methods to analyze the two-good framework. [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.]