The involvement of women in engineering academia is essential for promoting diverse viewpoints and enhancing the research environment. Although gender inequalities in STEM fields have been extensively researched, engineering poses specific challenges that require focused attention as it still remains a discipline with low representation of women faculty and high attrition rates. This study employs the Capability Approach framework to investigate the research development experiences of ten female engineering faculty members at different career stages. It examines their capabilities and functionings, emphasizing available resources, conversion factors that impact their ability to transform these resources into capabilities, and the outcomes they achieve in research. The findings indicate that while overt gender discrimination has decreased, subtle institutional biases continue to affect those with family responsibilities. Success largely hinges on personal qualities such as determination and adaptability, as well as access to mentorship and professional networks. This study enhances the existing literature by exploring how the unique aspects of engineering academia, including its technical demands, dependence on experimental work and research funding, and traditionally masculine culture, present distinct challenges to women's research development compared to other STEM disciplines.