This critical qualitative research study examines how Black tenure-track faculty at predominantly White Research 1 (PWR1) institutions describe and enact their personal and professional commitments while navigating their institutions priorities and reward structure. Using a purposive and snowball sampling methodological approach, I interviewed 17 Black tenure-track faculty at two large public PWR1 institutions. Drawing on critical race theory and Sule's (2014) model of engagement theory, I analyzed individual narratives. The data yielded six themes: Reframing Care Work, Navigating Service Requests, Sense of Responsibility, Redefining Success, Infusing Joy Into Faculty Work, and Reassessing Scholarly Impact. Findings suggest Black tenure-track faculty at PWR1 institutions engender audacious actions to maintain themselves and are often interested in bringing their whole self to their work and careers. This study suggests Black faculty may navigate their institution's tenure and reward systems and academic norms differently than White faculty. Finally, this study offers recommendations for university administrators to curate policies and practices to support Black tenure-track faculty. Such institutional policies and practices may contribute to increasing the recruitment and retention of Black faculty. [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.]