The purpose of this study was to investigate the work values that motivate higher education professionals, specifically those who work in TRIO programs, to persist in providing support to vulnerable student populations. Higher education professionals employed at two-year institutions are essential in assisting at-risk students with services that promote resilience, retention, and completion. While many studies focus on factors affecting students' academic performance and retention, little research has been conducted on the commitment and motivation of the professionals who assist these students. Considering the professional's experiences with work values and their accumulated impact over time is paramount to future investigations of how professionals in stress-infused positions meet the service needs of their unique student population. To address this gap, the study employed a generic qualitative inquiry methodology to identify, "How do higher education professionals who work in TRIO programs describe their motivations related to their work of supporting at-risk students?" The participant sample was made up of 10 purposefully selected professionals. Three data-collection methods were used, including semi-structured interviews, notes, and observations. Through thematic data analysis, five themes were identified: (1) helping others, (2) self-fulfillment, (3) influence, (4) leadership, and (5) making important contributions. Further, the theme of helping others was found to have three subthemes, including working conditions, collaboration, and creativity. Accordingly, detailed descriptions were provided to understand what motivated participants to persist in providing meaningful support to their students. The subthemes that emerged indicated the participants' needs to serve their students efficiently. Many participants expressed that they come from similar backgrounds as their students and understand the importance of serving them fervently. The study findings suggest that the higher education professionals are intrinsically motivated to serve their students, even if it doesn't always yield tangible rewards. This study highlights the importance of investigating the motivation and commitment of higher education professionals in demanding positions, such as those who work with at-risk students. Ongoing research and exploration in this field have the potential to yield positive outcomes, such as enhancing the job and career contentment of higher education professionals. Moreover, such research endeavors may also shed light on aspects that require further development and improvement. [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.]