This study was designed to understand the experiences of multiracial faculty at a public, four-year university in the United States, including the challenges and supports that may affect their role and responsibilities within academia. Another objective of this research study was to center the voices of multiracial faculty. While there is much research on faculty of color, research specifically on multiracial faculty is limited, indicating an even greater need to explore the experiences of this population. This qualitative, phenomenological study utilized semi-structured interviews with six, multiracial faculty members. This study's findings have implications for institutional policies and practices regarding faculty culture and environment in order to create a more inclusive and supportive environment on college campuses. Common themes were found throughout the interviews. Participants discussed how they began to understand their multiracial identity as children and how their identity is perceived in their current role as faculty members. Participants also mentioned the importance of mentorship, supportive colleagues and students, and diversity within their departments. These were all indicators for a positive, welcoming departmental climate and culture. Lack of support and diversity created a challenging departmental work environment. Implications for policy and practice are discussed in Chapter Five, including ways to improve the faculty experience for multiracial faculty members. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]