There is a range of barriers to postsecondary access and success for undocumented college students in the United States. Considering these barriers, scholars, practitioners, and activists alike have called on institutions of higher education to enhance their capacity to serve, support, and advocate for undocumented students. One way that institutions are responding to this call is by establishing Undocumented Student Resource Centers (USRCs). There is an emerging body of scholarship on the function and importance of USRCs on college campuses in the United States. Yet, there remains a dearth in the literature on the experiences of the higher education professionals committed to coordinating or directing these identity-based centers. This exploratory qualitative study relies on the voices and stories of USRC professionals to understand their self-described roles and responsibilities as well as what keeps them motivated to continue serving, supporting, and advocating for undocumented students.