Much warranted attention over the past few decades has been devoted to the problem of retaining women faculty in academe, particularly in areas where they are poorly represented such as in science, technology, engineering, and mathematics (STEM) fields. This study uses descriptive statistics and structural equation modeling techniques to identify factors related to STEM women faculty members' intention to leave. Findings revealed several significant pathways and provide insight into this critical issue. Implications of the findings, in connection with extant research and higher education practices, are discussed.