Using the riverside account surrounding the events of Moses' birth in Exodus 2:1-10 as a structural guide, the article explores whether Christian higher education institutions ought to adopt administrative policies, programs, and practices that extend specific support to students from foster care aspiring to earn a postsecondary degree that are enrolling or already enrolled at such institutions. Drawing from compelling scholarship and Scripture, I argue that, yes, administrative structures established at Christian higher education institutions ought to demonstrate intentional care toward students from foster care participating in the academy and support their desires to develop academically, professionally, personally, and spiritually for two significant reasons. First, the distinct Kingdom-centric aim of Christian higher education compels colleges and universities to administratively respond in ways that support students from foster care unavailable at pluralistic institutions. Second, as "imitators of God" (Ephesians 5:1), Christians--and, by extension, the cultures, systems, and approaches they have created to live life, such as institutions of higher learning--should reflect God's character, as revealed in Scripture, as One who cares for vulnerable children, such as those in foster care. Although some Christian higher education institutions already provide such administrative support to students from foster care in ways that are typically unavailable at pluralistic institutions. In response, I offer suggestions for practice and further research with the hope of encouraging institutional leaders to consider how Christian higher education administrative structures may further advance the Kingdom by supporting students from foster care.