The purpose of this study was to explore the role and responsibility of faculty members working to eliminate sexual violence on campus. Broadly speaking, the role of faculty members in sexual violence education has been unexamined, despite the vast research focused on the impact of faculty on the student experience. Despite increased attention and institutional accountability to eliminate sexual violence, prevalence rates have remained the same. The urgency in identifying new and innovative ways to address this issue is clear. In the review of the literature, I articulated the ways disproportionate power structures enable sexual violence and rape culture exist within the United States and colleges and universities. I approached this study from a multidimensional campus climate perspective, which allowed me to focus on the tangible pieces of the institution and their impact on individuals, which included historical, organizational, compositional, perceptual/psychological, and behavioral dimensions. Informed by my feminist critical perspective, I investigated the relationship between rape culture and the dimensions of the climate framework and the influence on faculty members' role and responsibility. I interviewed 10 full-time faculty members from four-year institutions who engaged in sexual violence education efforts in their teaching, research, or service. They represented a variety of ranks, disciplines, institutions, and sociocultural identities. The overarching finding of the faculty narratives was the paradox of the informal role in addressing sexual violence. The subthemes that illustrated this paradox included expanded conceptualizations of sexual violence, implicit reliance on academic freedom, and battling compliance. The faculty members' experiences illustrated the ways systems of power and the prioritization of neoliberalism and compliance facilitated the paradox of the informal role. One of the major contributions of this study included the need for campus educators to position sexual violence as an equity issue in their efforts to address this issue within institutions of higher education. I offered several implications for practice including ways faculty members can engage in partnerships, push back against neoliberalism, and more effectively incorporate sexual violence education into the curriculum.