Tenure provides professors with a unique level of job security and utmost respect in the academy (Shea, 2002). Receiving tenure and progressing through the academic ranks are among the most visible and valued accomplishments for college and university faculty (Perna, 2001). Faculty who achieve excellence in teaching, research, and service readily receive these awards. However, disparities exists among gender, ethnicity, and types of performance in the evaluation of faculty. Women, minorities, and "university-enhancing" faculty are the underrepresented ones. The latter are professors at the university who really make wheels turn; they are always there to do what is needed to help fulfill the mission of the university. In some instances, the workload is overwhelming with committee work, planning and development of seminars and programs, supervising student activities, handling a heavy teaching load, and other duties to promote the institution. Unfortunately, many tasks needed to make the university function well on a daily basis do not enhance a professor's portfolio for tenure, promotion, or salary increases. Any disconnect between what is good for a university to function well and what is good for the ultimate welfare of the faculty is a serious problem that needs resolution. This paper highlights what is typically required to earn university promotion and tenure and presents cases of faculty who provide tremendous work for the university but struggle in earning tenure and promotion. Scenarios and recommendations are offered for ensuring that university-enhancing faculty earn promotion and tenure and for bridging the gap between what is good for the university and what is helpful for faculty. (Contains 2 tables.)