A gender gap in science, technology, engineering, and mathematics (STEM) exists. Fewer females enter academia or advance to senior level positions in academia than the number of females who earn advanced degrees. There are many reasons for this, but common themes include disproportionate responsibilities for childcare and imposter syndrome. For some females, this may mean a reluctance to undertake a mid-career change. In this article, I relate my experience with a mid-career change and how I adapted to a new academic environment with new responsibilities. In doing so, I realized that my current approach is not much different than my previous approach and I was able to adjust to teaching professional students and mentoring graduate students in research after having spent 20 years at an undergraduate teaching institution.