The purpose of this study was to better understand the relationships between mentoring, organizational identification, and job satisfaction of U.S. faculty members through a generational perspective. Using a quantitative, online survey of a multigenerational faculty sample (N = 211), this study provides insight to demonstrate that mentorship may be an antecedent to both organizational identification and job satisfaction among faculty members, particularly those who are Millennials. Additionally, this study begins to show that the multigenerational academic workforce may be more similar than different. The implications of this study may help institutions retain faculty in a volatile job market and can provide supervisors, including department heads, deans, and other administrators, avenues to think strategically about leading and managing faculty members across the generational spectrum.