Chief fundraising officers at technical colleges within the Technical College System ofGeorgia face complex challenges, including scarce resources, small staff sizes, and a lack of formal training. The purpose of the study was to understand how chief fundraising officers use self-directed learning experiences and learning projects to build professional capacity. I conducted three 90-minute semi-structured interviews with four participants, recounting how these professionals navigate their complex roles through continuous learning and adaptation. The study highlights the chief fundraising officers’ strategic engagements with professional development and their innovative approaches to leveraging limited resources. I described four key themes: (a) learning and living in community and the importance of peer networks; (b) unrecognized efforts and the multifaceted nature of their roles; (c) resource optimization and how they leverage limited support; and (d) the necessity of continuous learning in their field of work. These findings suggest strategies for enhancing fundraising operations in 2-year colleges and may inform administrative and budgetary decisions. By exploring the specific learning projects and learning experiences that facilitate professional growth, the study contributes to a deeper understanding of the professional development needs of chief fundraising officers in the technical college sector, offering insights for policy-making and future research. Keywords: chief fundraising officers, technical colleges, higher education fundraising