This study examines the ally development process and behaviors of ten white student affairs educators at four-year institutions in the Bay Area region of Northern California who were identified as racial justice allies by a colleague of color. The methods of this study included a survey to understand the context of multicultural competency in California and in-depth interviews to understand the lived experiences of racial justice allies. I analyzed this data and generated a grounded theory that identified cognitive, affective, and action-oriented components of the racial justice ally development process. My analysis also found a set of behaviors, or habits of mind, heart, and action, that comprise a racial justice disposition for student affairs educators. I recommend shifts in student affairs preparation programs and ongoing professional development to foster a racial justice disposition and support white student affairs educators in the ally development process. [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/en-US/products/dissertations/individuals.shtml.]