In the past 10 years, diversity among students pursuing athletic training has increased significantly. However, diversity among athletic training education program faculty, particularly females across African, Latinx, and Asian Diasporas (ALA Diasporas), lags student diversity. Diverse females are underrepresented among tenured faculty and have fewer opportunities for program leadership positions. Previous researchers have identified that female faculty across ALA Diasporas in higher education experience marginalization as they seek career advancement and that mentors can help to mitigate marginalization effects. To better understand career advancement among diverse female faculty in athletic training education programs, I posed two research questions: What are the career advancement experiences of female faculty across African, Latinx, and Asian Diasporas working in athletic training education programs? And, how do they engage with mentors to support their career advancement? I used a basic interpretive qualitative methodology. Purposeful sampling targeted individuals certified by the National Athletic Training Association who self-identified as female and of any race and/or ethnicity other than White, and who held a faculty position of any rank in an athletic training education program. The final sample of 11 women represented 40% of the 29 women who qualified for the study at the time of data collection in 2015. I collected data via an online pre-interview survey and one semi-structured phone interview. I used a constant comparative method to inductively generate four themes: (a) participants struggled to balance competing responsibilities, which was an obstacle to achieving their career goals; (b) career advancement was shaped by their institution's commitment to inclusion and diversity; (c) marginalization by White colleagues within the department during workspace interactions obstructed career advancement; and (d) participants engaged with mentors and additional supportive others for clarification of expectations, for feedback and encouragement, and for access to resources. Conclusions indicated that career advancement experiences are influenced by individual identity as well as by external departmental and institutional factors. Mentors tended to provide informational supports, whereas supportive others outside the department served as an important source of social support. Implications are provided for supporting, promoting, and retaining female faculty across ALA Diasporas in athletic training education programs. [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.]