Few things in the professional life of university faculty are more important than the tenure process. Achieving tenure provides the faculty member with the confidence that his or her position with the university will be secure for life. Politicians often criticize the tenure of teachers at all educational levels (Flaherty, 2017; Money, 2015). There is the shared belief among these groups that tenure provides a level of security that should not exist. The argument is that high achievement should be the final arbiter in determining whether a teacher, or professor, keeps his or her job, and termination of the educator ensues if productivity declines (Kahlenberg, 2016). This assertion resonates with many, but there are various reasons that tenure exists within higher education. Tenure is an important step in academia that allows for protection in researching and disseminating data on politically unpopular subjects. When academicians are able to expand conventional knowledge, even if it is uncomfortable to the public at-large, all benefit because the knowledge-base is expanded without concern for political and cultural pressures. The purpose of this study was to determine current tenure guidelines, as well as thoughts on what should be included, among deans, department chairs, and faculty in universities who have member participants in the Texas Council of Professors of Educational Administration organization. This descriptive analysis looked at the perception of each group on the role of teaching, scholarship, and service, and clarified differences in expectations based upon university position.