The focus of this study is on higher education policy analysts and the competencies they employ to perform their work. The research focuses on responses from a U.S. sample of policy analysts to (a) define a meaningful list of competencies for higher education policy analysts and (b) empirically test whether those competencies meaningfully categorize into discrete groupings. A total of 25 competencies were factor analyzed, and the results suggest that these competencies may be meaningfully viewed through a framework consisting of four categories. (Contains 3 tables.)