The purpose of this qualitative descriptive study was to explore the challenges and the career resilience experienced by HMF during retention efforts at public, metropolitan higher education institutions striving to have more inclusive and diverse faculty. The research questions guiding this study were: What are the perceived challenges of graduate historically marginalized faculty at public, metropolitan higher education institutions as it relates to the retention of historically marginalized faculty? and, What is the career resilience experienced by graduate historically marginalized faculty at public, metropolitan higher education institutions as it relates to the retention of historically marginalized faculty? The study used data collected from the virtual, semi-structured interviews of 10 graduate historically marginalized faculty (HMF) to identify challenges to existing retention strategies and the career resilience experiences of HMF during the strategies. The theoretical foundation for this study was the Theory of Resilience. The researcher used Yin's five-step data analysis cycle to analyze the data retrieved from the virtual interviews. The findings of the study show that HMF perceive that lack of support, open communication, and recognition are challenges to HMF retention. It is also perceived that challenges are a process of career resilience and HMF retention in higher education. [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.]