Women outnumber men in assistant professor positions at 4-year colleges and universities, but the story changes at the higher ranks. There are more men in associate professor positions and twice as many men than women at the full professor rank, the pinnacle of the faculty career and gateway to leadership and decision-making roles. Ample research documents the myriad challenges women faculty face, but most studies emphasize the early, pre-tenure career stage and/or concentrate on research-intensive, doctoral institutions. Thus, more information is needed about the experiences of mid-career women faculty who are working in comprehensive universities, historically teaching-focused institutions that are shifting priorities while continuing to serve diverse students. To fill this gap in the literature, this qualitative case study explored the critical influences on the career progression of women faculty from associate to full professorship at one comprehensive university. Drawing from a conceptual framework based on Joan Acker's theory of gendered organizations and concept of inequality regimes, this study looked at how institutional policies, practices, and climates can create gendered experiences for women associate professors. The aim of this study was to understand the current barriers to career advancement facing women faculty, evaluate effective strategies to support women associate professors in reaching full professorship, and identify gaps in institutional support. Interviews with women faculty, review of relevant policies and reports, and observations of workshops and meetings revealed gendered processes related to service work, work-life conflict, access to resources to support research productivity, and messaging that reflects patriarchal ideals of faculty performance at the comprehensive university. Moreover, there is evidence of inequality subregimes based on gender and race/ethnicity in academic units, most evident in the cultural and identity taxation experienced by mid-career women faculty. The findings from this study informed recommendations for policy, practice, and future research that can assist policymakers and administrators in creating more equitable systems to ensure women faculty are progressing toward full professorship and integrating into the leadership structure of the institution. [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.]