The purpose of this study was to identify the roles and responsibilities of chief unit administrators within multiunit community college districts. In addition, the study also included data about the perceptions chief unit administrators had toward their roles and their relationships with other unit administrators and central office administrators;The sample consisted of nine chief unit administrators in three multiunit community college districts located in Iowa, Missouri, and Nebraska. A qualitative approach was implemented to conduct the study and method triangulation was used to collect the data. The collection of data was accomplished through on-site interviews with chief unit administrators, a campus administrator response questionnaire developed by the researcher, and a review of documents from each district. The analysis of responsibilities utilized Mackenzie's management model. The study also compared and contrasted the roles and responsibilities of the administrators in the study;As a result of the analysis of the data, conclusions were made about the responsibilities of the chief unit administrator that could be used for job descriptions, performance evaluations, and in the future planning of the roles and responsibilities of the chief unit administrator. The findings could also be used to increase the understanding of multiunit districts and their administration by sharing the information with university classes and professional organizations;It was evident that the position of chief unit administrators within a multiunit district was one of status and one that impacted both the college/campus and district operations. The management function of directing, which involved facilitating, motivating, delegating, coordinating, and managing change was selected by the chief unit administrators as the one that occupied most of their time. The planning function ranked second. Community involvement and public relations were additional responsibilities identified;The chief unit administrators in the study had positive feelings about the degree of autonomy and authority each of them had to run their campuses, the relationships they had with the other chief administrators in their district, and the status they had as a chief unit administrator.