Mentoring has oftentimes been touted as critical to the academic success of underrepresented students defined as first-generation college students and/or students of color. Several studies on traditional mentor programs have reported success increasing the retention and graduation rates among underrepresented students (Haring, 1997; Jacobi, 1991; Johnson, 1989; Laden, 1999; Smith, 2005). Three major implicit goals of mentoring programs are to: (1) Reduce alienation underrepresented students experience at predominantly White institutions; (2) Grant students greater access to informal social networks with faculty and academic professionals (Girves, Zepeda, Gwathmey, 2005; Johnson, 1989; Watson, Johnson, & Austin, 2004); and (3) Improve overall academic achievement and retention rates. This critical essay examines the influence that different kinds of academic mentor programs have on underrepresented students' academic achievement and success. Data presented are based on a qualitative study consisting of 8 mentors and 12 mentees who participated in one of two academic mentor programs at a large Midwest research university. [This essay was written with the assistance of Jose Cabrales.]