Although Black women are the fastest growing degree-granting recipients of higher education, academia is still a hostile environment for this population (Bell, Berry, Leopold, & Nkomo, 2021). Employing a sequential explanatory mixed methods research design and grounded in a transformative philosophical framework and Black feminist theory, this study explored how Black women faculty employed "in the moment" emotional regulation as gendered racial microaggressions occurred and their decisions to thrive in higher education. The first quantitative phase included surveying Black women faculty (N=189) in the United States. Quantitative data collection sources included the Gendered Racial Microaggressions Scale for Black Women (GRMS) (Lewis & Neville, 2015), the Emotional Regulation Questionnaire (ERQ) (Gross & John, 2003), and the Brief Inventory of Thriving Scale (BIT) (Su, Tay, & Diener, 2014). Data were analyzed using descriptive statistics, profile analysis, and correlational analysis. The correlational analysis showed that the GRMS was positively correlated with the ERQ-ES and BIT scales at significance level 0.01 and 0.05 respectively. The second phase involved follow-up interviews with 4 Black women faculty from the quantitative phase to discuss their experiences in higher education. Qualitative data collection sources included semi-structured interviews and letters from the participants. Qualitative analysis included thematic and narrative analysis for interviews and thematic analysis for letters. Narrative profiles were composed for each participant and major themes were discussed. Findings suggest that Black women faculty continue to encounter gendered racial microaggressions, but employ various "in the moment" emotional regulation strategies to sustain and thrive in higher education. New and established Black women faculty interested in employing strategies to combat gendered racial microaggressions and thrive in higher education may find these results and findings of use, including the letter with action steps from all participants. Overall, various meanings of thriving for Black women faculty were constructed. [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.]