There is a need to reevaluate traditional career trajectories within higher education to accommodate the significant presence and important contributions of visitors, instructors, teaching assistants, adjuncts, and lecturers (VITAL) faculty particularly at the mid-career stage. The study, conducted at the University of Denver, where full-time VITAL faculty, known as teaching and professional faculty (TPF) have longer contracts and governance rights, explores the experiences of TPF at the associate and full ranks. This article highlights a more nuanced description of the experience of mid-career (and beyond) full-time VITAL faculty, including role ambiguity, lack of leadership opportunities, and questions of legacy, impact, and community. Recommendations include creating accessible leadership opportunities for faculty to act as change agents, clarifying career development paths, fostering community building, and the cocreation identity as TPF.