The study examined gender inequalities among faculty in a Saudi Arabian faculty of pharmacy, focusing on workload, access to resources, classroom experience, and career progression. Female faculty reported higher teaching loads, less access to research resources, and greater service responsibilities compared to males. In the classroom, they felt less politeness and respect from students who preferred male teachers, which was also reflected in the evaluation of teaching (p = 0.0451). Men had significantly better opportunities for leadership, promotion and respect among colleagues. These results correspond with US national data, suggesting that gender disparities in academic pharmacy are systemic. The study highlights that women face structural and cultural barriers, including implicit student bias, that limit their career growth. The authors recommend institutional measures such as equitable division of labor, better access to resources, bias training and mentoring programs to promote gender equality.