This descriptive qualitative study explored the professional lived experiences of Latina/o faculty at 2- and 4-year colleges and universities in New England. With only 3% of full-time professors identified as Latina/o, recruiting them has become a concern for higher education. This study was grounded in the community cultural wealth model (Yosso, 2005) and used an asset-based approach to focus on multiple forms of capitals used to empower Latina/o professors in their degree attainment. Interviews from 13 participants were conducted from 13 4-year institutions in New England. Data were collected and thematic findings were reported to answer the following research questions: What motivational factors do Latina/o professors describe as contributing to their persistence to pursue teaching in higher education? What barriers and supports did Latina/o faculty describe for retention and promotion in higher education? The findings of this study assisted in understanding the motivation, barriers, and supports Latina/o professors experienced in their current jobs in New England institutions of higher education. [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.]