The purpose of this research was to examine the relationship between psychological capital and job satisfaction among academic support staff. An online questionnaire served as the primary data source with follow-up personal interviews used to provide descriptive information that complemented the quantitative data. This study explores the relationship between the personal asset of psychological capital brought to the job and the work characteristics of the job itself. This study applies the emerging concept of psychological capital to the previously understudied population of academic support staff in higher education. This study is also the first to examine psychological capital and job satisfaction within the context of higher education. This expansion of research into academic support staff offers additional insights for institutional leaders and highlights opportunities for leadership and performance enhancement. It suggests a relationship between reports of psychological capital by academic support staff and their reports of job satisfaction. It shows that institutions of higher education may wish to consider the inclusion of a psychological capital assessment in their hiring process for new academic support staff. Additionally, academic support staff may wish to consider including a self-assessment of psychological capital as part of their annual performance review and professional development planning.