The purpose of this study was to investigate the organizational differences between Doctorate-granting Universities (DUs) and Master's Colleges and Universities (MCUs) that contribute to the achievement of promotion for an assistant professor. Twenty-five full professors at doctoral-granting/master's-level institutions in Physical Education Teacher Education were interviewed. Methodological rigor was applied through the lens of Miles and Huberman's (1994) four-stage process for data analysis with corresponding transcriptions. Curriculum vitae were also collected to aid in triangulation. Career preparedness and initial supports with the primary role responsibility were vastly different between DUs and MCUs, leading to documented episodes of reality shock at MCUs. The study indicates vastly different levels of preparedness for individuals who start their careers at DUs rather than MCUs. The significance of this research indicates that DU's may consider training doctoral candidates by providing a more robust set of experiences conducive to faculty roles.