Evidence from extant literature indicates that faculty support is a critical driver for implementing the United Nations Principles for Responsible Management Education (PRME), particularly for schools pursuing an advanced, cross-disciplinary level of sustainability integration. However, there is limited existing research offering insight into how to build faculty support for sustainability programs. Addressing this gap, the authors present an exploratory methodology using a survey and structural model to measure differential faculty support for sustainability. The methodology also increases awareness of the underlying drivers of and barriers to expanding the reach of sustainability across business faculty, ultimately allowing PRME institutions to address their distinct needs. The authors describe application of the methodology at a recent PRME signatory institution, including actions taken as a result of intriguing findings that identified difficulties in gaining broad faculty acceptance of PRME. (Contains 3 tables and 2 figures.)