Despite community colleges being a feminized space (Ward & Wolf-Wendel, 2017), women are still marginalized (Aiston & Fo, 2021) in senior-leadership positions (ACE, 2017), but also as faculty members, who play a key role in the institution. One way women faculty members navigate their careers and overcome these barriers is by having a femtor (women mentoring) network. Mentoring provides many career-related and psychosocial benefits (Kram, 1985), and has evolved to include mentoring networks (Higgins & Kram, 2001). There is a gap in the literature about femtor networks and how they influence a faculty member's professional experience. Furthermore, there is currently no peer-reviewed literature that offers a conceptual definition of femtor or femtor network.This Interpretive Phenomenological Analysis study explored the lived experiences of ten full-time community college women faculty members and their femtor network. Specifically, this research focused on who these women include on their femtor network, how they utilize their femtor network, and how their femtor network influences their professional career. Through a thematic analysis four themes were shaped by the data: "This is Not Just a Handful of People, It's a Pretty Broad Network of Women", Who Am I Within This Institution?", "Avoiding the Mountains of Mediocrity", and "Girl, You're Enough". These findings should be used to create a bridge between research and practice with community colleges creating a culture of femtoring as a way to guide, support, and empower women faculty members navigate their career as well as reduce gender disparity in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]