This article explores the experiences of mid‐career and older faculty members in higher education through a qualitative study of 20 associate professors (15 men and 5 women) between the ages of 41 and 59 at a Canadian university. In non‐directive interviews, “graying” professors discussed their satisfactions and struggles, not only in relation to their students and their academic work, but also in relation to the whole university and its administration. An emergent schema is presented that identifies four attitudes characteristic of this group of professors: Meaning, Malaise, Marginality, and Mattering.