Latina/o/x/e, Hispanic, or of Spanish origin (LHS+)-identified clinical faculty play a unique role in assisting academic medical centers in achieving their tripartite mission of clinical care, education, and research, and should be supported in their academic promotion. Clinical faculty also serve as the primary revenue generators for the clinical enterprise, and individual strategic planning for career advancement is required to prevent the demand for clinical productivity from derailing individual academic promotion. Clinical faculty are essential to the fulfillment of patient care, education, and research commitments of the medical school’s tripartite mission; however, 80% or more of clinical faculty’s full-time-equivalent effort is devoted to patient care. Successful academic advancement is a key indicator of a thriving professional career. Thriving LHS+ clinical faculty are key to accelerating the improvement of healthcare access, quality, and outcomes for their respective communities. This chapter provides evidence-based and expert recommendations, with respect to faculty promotion in the clinical track, from historically marginalized leaders in academic medicine who have successfully traversed clinical pathways to promotion. By deconstructing the promotion process and outlining the steps along the clinical promotion track, it is possible to simultaneously demystify and simplify this pathway for LHS+ faculty.