Despite the central role played by faculty as teachers, advocates, and policymakers in addressing gender-based violence (GBV) within higher education institutions (HEIs), their experiences have received limited attention in the context of India. The study seeks to fill this research gap by exploring teaching faculty's (n=10) experiences with addressing GBV at a public HEI in Delhi (India) through the use of narrative inquiry. Analysis of data from a pilot interview with an associate professor at the college reveals that female students who experience GBV typically refuse to lodge a formal complaint due to the fear of social stigma, and advocating for them in the absence of institutional support takes a psychological toll on the faculty. Further, safeguarding the college's reputation is a key concern for the organization, which often dissuades victims from coming forward. The preliminary findings highlight the need for greater institutional support for HEI faculty in India to advocate for survivors of GBV and draw attention to the nexus between the gendered social structure at the macro level and institutional/personal responses to GBV at the meso and micro level.