Research studies have found that an integral part of being a tenure-track faculty member is the relationship between the higher education institution and individual faculty members (Mawdsley, 1999). Tenure-track positions are competitive spaces that demand and expect assistant professors to excel in publishing, teaching, and scholarly activity. The expectations and the daunting demands often lead the faculty member to feel isolated and to fear not getting promoted or tenured. Mentoring allows new faculty members to assuage feelings of isolation and emotional trauma (Lang, 2002). Mentoring can also help in the promotion and tenure process; oftentimes faculty members who are not awarded tenure claim that they were insufficiently mentored (Fish, 2002). This article explores the experiences of two Latina first-year tenure-track faculty who, while navigating and negotiating their new roles as assistant professors, joined a support group, Research for the Educational Advancement of Latinas (REAL). Further, the article chronicles and reflects on the challenges faced by these two Latinas during their first-year as assistant professors at a Hispanic Serving Institution (HSI), the University of Texas at San Antonio (UTSA). Moreover, this article examines the role of REAL in their professional development and motivation to stay in the academy as Latina faculty working in a research-oriented HSI.