Voice behavior has the capacity to generate a host of benefits including role modeling of change-oriented behaviors, creative problem-solving, and overall organizational effectiveness. Despite its powerful implications, exercising voice within organizational settings can present significant challenges. Within academic settings, open dialogue and freedom of speech is strongly encouraged. However, utilizing voice can result in less than favorable outcomes—particularly for women academics. Perceived lack of status and power derived from socialized gender roles have led women academics to exhibit reduced voice behavior. Drawing on social role theory and social cognitive theory, this paper proposes that women academics can develop greater voice self-efficacy when they identify their work as a calling, leading to their enhanced voice behavior. This relationship is examined given the meaningfulness prescribed to academic work. Hence, this paper presents the first investigation of presence of calling as a buffering component between women academic’s voice self-efficacy and voice behavior. Furthermore, improved voice self-efficacy is examined in relation to the individual-level traits strongly associated with presence of calling: prosocial motivation and greater self-efficacy. This exploration will have important implications both for theory and practice as it pertains to issues of leadership, gender, calling, academia and voice behavior in the workplace.