The purpose of this study was to determine the degree to which campus parking administrators in public higher education perceive they are experiencing goal conflict and the degree to which they differ in commitment to goals related to generating revenue and goals related to academics and service. The study also sought to determine the relationship between goal conflict and goal commitment among campus parking administrators and several environmental and demographic variables. The environmental variables included departmental direct report, campus student enrollment, and campus geographical setting. The demographic variables included level of education, years of service, age, and gender. The quantitative study surveyed campus parking administrators at public 4-year institutions of higher education in the United States. Goal conflict data were collected through administering the Goal Setting Questionnaire. Goal commitment data were collected through respondent completion of a three-scale goal commitment measure developed by the researcher. The data collected for the study were evaluated and analyzed in the context of highly researched and well-established theory in goal setting and goal commitment. The results of the study indicated that campus parking administrators perceive that they experience goal conflict in performing their jobs; however, the perceived goal conflict is generally moderate to mild. Very few perceive that they experience severe goal conflict as campus parking administrators. The results also indicated that campus parking administrators are generally very committed to goals related to both generating revenue and supporting the academic and service missions of their institutions. When faced with choosing between the two, it appears that most administrators lean slightly in commitment toward goals related to academics and service more than goals related to generating revenue. Analysis of the data revealed that there is generally no linear relationship between the environmental and demographic variables and goal conflict and goal commitment. Some significant group differences were revealed when comparing mean goal conflict and goal commitment scores. A factor analysis revealed four significant factors related to goal conflict with implications for this study and future research. [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.]