Community-engaged scholars play an important role in public universities’ mission to serve the public good, yet their experiences in the academy are not well understood. Although scholarly literature advocates for broad forms of support for community engagement, little is known about how faculty actually experience support strategies. This dissertation (Phaup, 2022) explored and described how community-engaged researchers at a public institution experienced institutional support. Using a hermeneutic qualitative phenomenological design, the study examined faculty experiences through a phenomenological lens. Gender emerged as a significant dimension during analysis, prompting the incorporation of a feminist theoretical lens to interpret power dynamics, inequities, and gendered patterns in the data. This complementary framework enabled a deeper understanding of how institutional structures, positionality, and gender shaped access to and experiences of support. Findings revealed a range of experiences, suggesting that more tailored support, particularly for women and other groups with shared identities, is needed.