The purpose of this study was to explore the professional and personal growth benefits for women faculty who engage in mentor and mentee relationships. The problem areas focus on the many obstacles to securing mentoring relationships for women faculty in higher education. There are many obstacles to securing mentoring relationships for junior women faculty members, including the availability of women mentors, the prevalence of informal versus formal mentoring relationships, and the time required for both, and the art of engagement and active participation in mentoring relationships. The following research question guided this study: "What is the specific impact mentoring relationships have on the longevity and professional success of women faculty members at an Historically Black College or University (HBCU)?" For the purpose of this study, a qualitative research approach was used. This approach is consistent with sound research design because case study researchers define a case as a bounded system. The population of this study consisted of women faculty members who are employed full-time in higher education. To draw a participant sample from this population, a convenience sampling technique was used. The participants provided data about their experiences with mentoring, including details such as the frequency of their meetings with mentoring partners, the preferred method of communication, and the areas of received support resulting from the mentoring relationship. The findings also suggested the importance of structured mentoring programs developed and supported by universities for women faculty. Women faculty are a critical part of HBCU's success, but women faculty are also a critical part of success at PWIs. Therefore, there is value in future research that includes the mentoring experiences of women faculty at other HBCUs, along with PWIs. Additionally, there is also tremendous value in future research that includes the experiences of women faculty teaching at community colleges and graduate schools housed within universities around the country. These different experiences will provide future researchers with a broader scope of women faculty and their mentoring experiences teaching at different levels in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]