It appears that our most pressing challenges in higher education require individual, departmental, and institutional change initiatives and interventions. Yet, institutional administrators, faculty, and staff, as well as business leaders, legislators, and community members often complain (and sometimes joke) about the insurmountable odds of successfully implementing and maintaining change of any type in higher education. In fact, administrators and staff often blame faculty and legislators for change problems; while faculty members pretty much blame everyone but themselves (I am a faculty member so I can get away with saying this!). However, as many would agree, dwelling on whomever or whatever is to blame does not solve short- or long-term problems. From my work with change in higher education, and in talking to administrators from many institutions, I would argue that many educational leaders (e.g., department chairs, deans, vice presidents, presidents) do not understand how to optimally motivate and prepare employees for change. In fact, some just push or drag employees into and through change efforts. Further, when a change initiative has stalled and is not receiving support, some administrators do not have the tools to perform an in-depth analysis to determine what specific readiness issues have actually surfaced. Hence, the purpose of this article is to present an organization development readiness model that will help leaders prepare their faculty and staff for change initiatives (large, small, short-term, and long-term). Thomas G. Cummings and Christopher G. Worley (2005), in their fairly newly edited textbook titled Organization Development and Change, define organization development as “a systemwide application and transfer of behavioral science knowledge to the planned development, improvement, and reinforcement of the strategies, structures, and processes that lead to organizational effectiveness” (p. 1). This paper will discuss change within this organization development perspective.