This paper addresses the issue of career unhappiness among academic professionals and ways academics cope with this problem. Various signs and symptoms of career blockage are discussed such as dissonance and disillusionment in the job, the non-realization of gender-specific expectations, and the feeling of career plateauing. Four stages of the regenerative process are discussed. These stages are: (1) awareness of internal dissonance and professional disorientation; (2) examination of values, attitudes, and options; (3) selection of a course of action and acquisition of needed knowledge and skills; and (4) internalization of a different role perspective. Areas of faculty development whereby faculty can learn more about and act upon their professional goals, attitudes, and competencies are examined next. It is noted that the way colleges and universities are organized and function has a great deal to do with the effectiveness of faculty efforts to meet renewal needs. Finally, questions are provided to assist in creating the professional/personal development program and for guiding the regenerative process. Contains six references. (GLR)