Pregnant and parenting university students have increased demands on their time and energy as they manage caregiving responsibilities, university courses, and employment (Nichols et al., 2017). These demands on their time can create multiple roles conflict, leading to increased stress, anxiety, depression, and life dissatisfaction (Dickson & Tennant, 2021; Law, Hales & Busenbark, 2020; Prikhidko & Haynes, 2018; Stein, 2014). One way to combat these negative outcomes is by providing additional academic supports and accommodations to pregnant and parenting students. This study explored how faculty members at the University of Regina justify and negotiate accommodations for pregnant and parenting students. 10 faculty members from the University of Regina were recruited to participate in a semi-structured interview to discuss their experiences, perspectives, and challenges in providing accommodations for pregnant and parenting students. The themes that were identified in the research are perceived prejudice towards pregnant and parenting status, equality versus equity, justifications based on personal experiences, and faculty members desire official policy. The findings explore faculty members' challenges when negotiating accommodations and identify a common desire for an official policy to promote equal chances at success for pregnant and parenting students. The findings contribute to the current literature and knowledge about faculty members' perspectives and the presence of pregnant and parenting students in post-secondary institutions.