In this narrative study, the researcher examined African-American faculty members’ experiences in their efforts to earn and sustain roles as university faculty members. Previous researchers indicated that African-American faculty members are underrepresented at a southeastern U.S. university research institution, holding fewer than six percent of the faculty positions compared to sixty percent of their White counterparts (Lite Report, 2019). Critical Race Theory and Black Feminist Thought were the theoretical frameworks for this qualitative narrative inquiry. Seidman’s (2006) three-step interview model served as a guide for interviews with six African-American faculty members at a predominantly White institution (PWIs). Four major themes emerged from the data analysis: burden of Blackness, politics of isolation and omission, paradox of diversity at a PWI, and extended roles and responsibilities of African-American faculty in PWIs. Participants used grit augmented by family encouragement to overcome barriers, including racial stereotypes and extended faculty roles. The participants in this study shared valuable, diverse instructional and advising perspectives that may benefit all faculty in higher learning institutions. Additionally, outside of their research and teaching responsibilities, the participants devoted additional time and effort to support, mentor, and serve as role models for underrepresented student populations at their university. Keywords: African-American Faculty, career experiences, PWI, Burden, underrespresented, minority