Transgender students do not experience the women's college environment in the same ways as their cisgender counterparts. Although gender is a salient identity for women's colleges, policies, practices, and physical spaces have historically centered and privileged those who conform to the gender binary. Researchers suggest that transgender student support should be included into the zeitgeist of institutional conversation at women's colleges, as transgender students are frequently misgendered, are harmed by unclear campus policies, and are not represented in the curriculum. This study employed a Clark and Estes gap analysis to evaluate the knowledge, motivation, and organizational influences of faculty at women's colleges and addressed whether these influences facilitated or created barriers for transgender student success. This explanatory sequential mixed-methods study revealed that the gaps in knowledge and organizational influences were prevalent, and gaps in the motivational influences were validated to a lesser extent. The knowledge influences addressed faculty members' familiarity with terminology related to transgender identities and institutional admission policies, their ability to incorporate transgender inclusive content into their curriculum, and deconstructing biases around gender. The motivational influences pointed to the ways that being an inclusive educator contributed to faculty members' self-schema and self-efficacy in implementing inclusive classroom management practices. Finally, the organizational influences addressed access to support services for transgender students, professional development for faculty, and discordance among campus stakeholders in their acceptance of transgender students. The study concludes with recommendations based on the validated gaps and an integrated implementation and evaluation plan to carry out the recommendations. [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.]