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Administrative leaders in higher education are faced with an expanding population of full professors. It seems as if people are reaching the rank of full professor at an earlier age, while higher education personnel are extending their careers more and more. Once faculty reach the ultimate rank of professor, what do administrative leaders utilize to entice professors to maintain an agenda that includes continuing efforts to enhance teaching, encourage scholarship, and elicit service. Many professors fall into an "I've earned my right to slide" attitude, and their teaching begins to suffer, their scholarly production wanes, and service is done at a minimum. This brief article suggests that administrative leadership in higher education consider the development of a new rank called "Master Professor." [ABSTRACT FROM AUTHOR]