In its earliest form, Strategic Enrollment Management (SEM) focused on recruiting students, but soon included a focus on student success, defined in terms of retention and graduation. Several researchers have noted that developing effective student services, as well as establishing strong lines of communications across departments, are key components of SEM (Bontrager, 2004; Smith & Gottheil, 2009). Gottheil (2015) argues that, based on her experiences, what has been the most critical factor to successfully incorporating SEM into campuses has been "using SEM as a tool to enhance communication, collaboration, and partnerships" (para. 3). Henderson (2014) argued that all aspects of a university ought to support students' academic success and that all-encompassing division-level collaborative approaches to SEM promote institutional ability to support student success from the prospective student stage through to becoming alumni. However, past research (see Seifert, Arnold, Burrow, & Brown, 2011; Seifert & Burrow, 2013 ) found that focus group participants from across Enrollment Management and student affairs and services differ in how they perceive their unit's contributions to student success and the institution's retention efforts. Given the enormous variation in the day-to-day work of these staff members, this seemed highly plausible. This is despite the importance of a whole-campus approach to SEM (AASCU, 2005, cited in Lingrell, 2014; Gottheil, 2015; Henderson, 2014), in which the campus culture promotes staff members' consistent understanding of and commitment to realizing SEM priorities irrespective of employment area. In this current study, the authors explore how staff members' perceptions of their immediate work unit's retention efforts vary by area of employment.