Student activism has existed for as long as higher education has existed in the United States. The subject has been studied at length, and yet there is still more to be understood regarding institutional response to student activism, students' perceptions of that response, and strategies that may be employed to address student activists' concerns. Utilizing a case study model, one institution that has experienced many activism experiences within the last decade was critically examined to better understand how institutional leaders might respond to students when presented with requests for increased diversity, equity, and inclusion practices. The research pertinent to the case involved individual interviews with institutional leaders, focus groups involving former students, and the examination of various artifacts. The study's findings indicated that institutional leaders should consider ways to create access points with student activists that allow for authentic relationships to be cultivated and consider how they can support and guide students. Additionally, an institution's leadership significantly impacts campus culture and how student activists' concerns are responded to. Finally, clear and transparent communication between institutional leaders and student activists is a desired and effective strategy that should be considered when addressing student activists' concerns. Committing to student activists in this manner may allow for educational and developmental opportunities as students seek to be change agents within their respective communities. [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.]