This study looked at faculty members' awareness and the challenges they face in implementing Gender and Development (GAD) programs at a higher education institution. A mixed-method approach was used, involving survey questionnaires and semi-structured interviews. Quantitative data evaluated awareness in seven areas: gender equality and equity, gender-based violence, inclusive policy development, education and awareness, health and well-being, gender-responsive governance, and participation in leadership and politics. Qualitative responses offered deeper insights into faculty views. The findings showed generally high levels of awareness, especially in gender-responsive governance and participation in leadership. However, gaps appeared between awareness and actual practice. Three main themes were identified: persistent gender stereotypes and cultural barriers, weak institutional mechanisms and inconsistent policy implementation, and limited sustainability of gender programs and support systems. The study concludes that while faculty awareness of GAD is strong, structural and cultural challenges persist. Institutionalizing sustainable initiatives is crucial for turning awareness into inclusive practice.