This chapter is a mixed methodology approach that considers the demands of care Black women face in their community college faculty positions, as related to mothering and daughtering metaphors. From 2018 through 2022, the California CC system adopted a variety of changes, including AB 705, the Call to Action and Vision for Success, which included new equity mandates. These changes created a call to leadership, which encouraged Black women faculty to take positions related to equity organizing, with no sustainable support for institutional change. To understand the emergent pressures on Black women faculty, this chapter considers personal healing, storytelling, and identity definition as an entry point to acknowledging this care work. This chapter engages in Black feminist autotheory, which centers self-definition to emphasize one’s own humanity, often stolen from community college faculty in the larger conversation of higher education experiences. Identifying specific survival mechanisms as aligned with daughtering, this chapter recognizes how these skills enable a kind of care work that positions the daughter to be perceived as highly trusted and uniquely qualified. Can we reimagine the ways we deliver care and support that emphasizes sharing sustainable healing and learning practices with those in our spheres of influence?