The purpose of this study was to explore the utility and application of the framing devices identified by Fairhurst (1993) and Fairhurst and Sarr (1996) in the college/university setting as evidenced through college/university presidents' speeches. Fifty-seven college/university presidents' speeches were collected from institution websites. Fifty-one speeches composed what was labeled the Presidential Sample and six speeches were purposefully selected based on AAUP Censure/Sanction status. Speeches were content analyzed to reveal evidence of framing device usage. All framing devices were identified in the speech samples. The frequency of framing device usage fell into four groupings. Positive Spin and Agenda Setting (62%), followed by Communicated Predicaments and Possible Futures (24%), Jargon, Vision Themes, and Catchphrases and Stories (10%), and the least used framing devices were Metaphors and Contrast (4%). These four groupings clustered into two categories: traditional framing devices (Positive Spin, Agenda Setting, Communicated Predicaments, and Possible Futures) and cultural symbolic framing devices (Jargon, Vision Themes, and Catchphrases, Stories, Metaphors, and Contrast). There was a clear division in usage between these two categories. Male Presidents used more traditional framing devices and females used more cultural symbolic framing devices. Public universities used more traditional framing devices and private universities used more cultural symbolic framing devices. Relationships between framing device usage and institutional (enrollment and enrollment trends) and president (age, experience, years in position) demographics were also explored. Few relationships were significant, but trends were evident. As the president gained more experience more Jargon, Vision Themes, and Catchphrases framing devices were used. As the age of the president increased so did Possible Futures and Metaphors framing device usage. Certain framing device usage was also associated with enrollment increase and decrease. Comparisons were also made between the Censure/Sanction and Presidential Samples. More framing devices were used in the Presidential Sample than the Censure/Sanction Sample. This study has brought to light the use and value of framing device usage, as a leadership tool, in oral presentation/speeches for higher education leaders. The findings in this study can help future presidents understand the importance of framing skills, and in particular cultural symbolic framing skills. [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.]