The student activities professionals we work with and have spoken to for this article are busy people who argue that they hardly have the time to slow down to use theory to guide and direct their work. However, what they do not realize is that they use theory in most situations and in virtually, all aspects of their work. The theories they most often use are personal theories. The purpose of this article is to present the concept of personal theories in student activities work, compare personal theories to formal theories, explain the relationship between them, and suggest a process to ensure these two types of theories work in concert to enhance the effectiveness of professional practice in student activities.