Professors in a tenure track position are promoted from assistant to associate and then full professor. Being promoted is significant as it means a significant contribution to teaching, research and service. Research has suggested that becoming a full professor has substantial organization meaning and comes with increased salary, status, influence, and prestige. Despite the benefits not all professors achieve the rank. The purpose of this investigation was to understand how professors at masters and doctoral institutions in physical education teacher education achieved the rank. A total of 25 participants were interviewed for an hour to hour and a half through a semi structured interview guide via Skype, over the phone, or in person. Prior to interviews the participant’s curriculum vitae were emailed to the primary researcher. Methodological rigor applied in this study included (a) peer-debriefing, (b) constant comparison, (c) triangulation of qualitative data through interviews and vitaes, and (d) an audit trail. Data analysis of transcripts utilized a four-stage process of data generation, data reduction, data display, and data and theme analysis. Results indicated scholarship was the most salient role of participants at doctoral institutions and differences in organizational supports between doctoral and master level institutions
