This study of taking-on was conducted using classical grounded theory methodology (Glaser, 1978, 1992, 1998, 2001, 2005; Glaser & Strauss, 1967). Classical grounded theory is inductive, empirical, and naturalistic; it does not utilize manipulation or constrained time frames. Classical grounded theory is a systemic research method used to generate theory directly from the data which explains, predicts, and provides application for a social process or behavior. The theory of "taking-on" accounts for how a person addresses a condition/obstacle interfering with one's primary task or goal within a professional relationship. Taking-on is the act of identifying an obstacle, choosing whether or not to address an obstacle and, if deciding to take-on, utilizing a behavior-set to work toward minimizing or eliminating the obstacle. These acts relating to taking-on are somewhat self-evaluative, can be conscious or occur below the level of consciousness, and each decision has potential consequences and limitations. When a person chooses to take-on, there are at least four specific behavior-sets a person may engage in to address the obstacle: other mothering, reaching out, refereeing, and making do. Each behavior-set has unique patterns such as comforting, listening, restoring, contributing, relating, constructing, coaching, teaching, communicating, and alternating environment, used to chip away at the interfering condition/obstacle. The theory of taking on sheds light on the areas of prosocial behavior and supportive leadership where current research is lacking. [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.]