The purpose of this article is to enhance understanding of how Black female working class adult scholars cultivated support and advancement in the academy with the goal of entering the professoriate. In this critical ethnography, the authors elaborate on the concept of empowerment agent to detail how professionals within the academy created pathways to the professoriate for marginalized doctoral students. Drawing from the work of Pendakur's empowerment agent to respond to the troubling data indicating a decrease in faculty diversification, the authors propose approaches that college and university faculty, staff, and administrators can utilize to act as empowerment agents in support of marginalized adult learners. [For the complete proceedings, see ED597786.]