Data and research show that institutions of higher education are increasingly diverse; however, faculty makeup is not as heterogeneous as student populations. Recruitment and retention efforts for underrepresented faculty are low, and job satisfaction of underrepresented faculty working on predominantly White campuses could suffer without intentional, research-informed efforts to build an inclusive campus culture. Faculty retention hinges on a sense of belonging in a campus and academic culture, job satisfaction, tenure and promotion, and support services for their career aspirations and expectations. Research is a central element to the tenure and promotion process for faculty, and success in research is critical in determining a faculty member's job satisfaction and choice to remain at an institution. The purpose of this study was to utilize a qualitative single case study approach and a critical race theoretical framework to understand the job satisfaction of Black tenure-track faculty at a rural master's comprehensive institution, particularly related to research leadership support and success. The research questions asked how participants described their research experiences working at their institution and then considered what the implications of these findings were for research leaders. Ten Black faculty on the tenure-track at a rural-serving master's comprehensive institution in the Southeastern United States participated in recorded interviews and completed demographic surveys. This data was paired with other descriptive institutional data for a deep look at the phenomenon of the Black faculty research experience at Rural Master's Comprehensive University. Key findings included the need for growth of healthy and inclusive institutional cultures, increased support for tenure and promotion processes, increased opportunities for relationship building, improved research management structures, and moving institutional inclusion efforts towards racial equity. Recommendations for future research included suggestions to widen the purview of the single case study to a multi-site case study or a phenomenological study with participants from multiple rural, master's serving institutions, and a national quantitative survey of faculty job satisfaction that includes a diverse and representative faculty and institutional sample of respondents. Ultimately, more research is needed to look at the impacts of research management and research development on diverse faculty populations at a wide variety of institution types. [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.]