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This report of findings from a grounded theory study conducted with 23 faculty of color (FOC) in predominately Euro American schools of nursing presents the central process used by FOC as they navigate academic careers as persons of color. As FOC struggled to progress in their careers and influence their academic environments they engaged in a process of "Balancing Survival and Resistance." This process occurred by means of three parallel subprocesses: (a) a "Trajectory of Awareness" of the existence and effects of "Patterns of Exclusion and Control" ranging from Naïve to Sophisticated; (b) a process of "Engagement and Disengagement" with institutions, faculty, and students characterized by responses ranging from Reactive to Strategic; and (c) a process of "Managing Outcomes" characterized by responses ranging from Limiting Harm to Shaping Success. Additionally, our findings reveal the ongoing challenges experienced by FOC and underscore the importance of mentoring, strong leadership, and inclusive academic environments for promoting the success and well-being of FOC in nursing. Based on our findings, implications and recommendations for educational practice, policy, and research are presented.