A large body of research suggests that the academy presents a negative environment for Black faculty. These faculty often have their research dismissed by peers (Ross & Edwards, 2018), are more likely to be second-guessed in the classroom (Patton, & Catching, 2009), and, Black women especially, are overburdened with service commitments (Griffin, Bennett, & Harris, 2002). In addition to contributing to negative health outcomes, the discrimination that Black faculty face often derails their careers. Of the Black faculty who gain tenure track positions only 10% will go on to earn tenure (Lynch-Alexander, 2017). Despite these challenges research finds that Black faculty are more likely to see their role as an opportunity to inspire social change, and to promote intercultural competence in the classroom (Antonio, 2002; Kelley, Gayles & Williams, 2003; Madyun, Williams, McGee, & Milner, 2013). Because these values mirror those of student affairs as a field, Black student affairs faculty may be uniquely positioned to enact them. Student affairs faculty also play a unique role in higher education because they are responsible for training student affairs administrators that will then go on to support students across the world. Future administrators must be equipped with the tools necessary to create and support equitable environments in America's diverse higher education landscape. To achieve this goal, the academy must create environments that promote both wellness and achievement in Black student affairs faculty. This qualitative study utilizes narrative inquiry to explore the ways Black student affairs faculty experience thriving in their roles, and how their environments contribute to that thriving. Data were collected through in-depth interviews of 6 Black pre-tenure student affairs faculty. These interviews revealed 5 key themes including; white supremacy in the academy, career paths in higher education, environmental factors influencing thriving, achievement of intrinsic and extrinsic goals, and self-care. Implications for faculty, administrators, and academic institutions are discussed. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]