In this qualitative inquiry, we examine the experiences of women who work in student affairs and have children with disabilities and how they navigate their dual roles. Using Critical Disability Theory and Clark’s Borderland theory to frame the study, we conducted interviews of 21 student affairs mothers of children with disabilities. We found that the women in this study rarely navigate their roles and responsibilities alone. In order to successfully navigate work and family, supports were created in three domains: work, family, and social. Collectively, these three domains make up an overall support system that helps these women juggle their work and family responsibilities. The finding of the social domain makes a theoretical contribution by expanding Clark’s Work/Family Border Theory (2000) to include what we call ‘borderland helpers.’ The theory acknowledges how border keepers (supervisors, colleagues, higher administration, spouse/partner, parents, or children) impact the permeability of the border between the family and work domains.