This study explores the professional quality of life for faculty who serve as an academic mentor at liberal arts colleges. As both a recruitment and retention strategy, personalized learning experiences, such as academic mentoring, remain popular across the United States (Morganstern, 2019). Fourteen full-time faculty members across ten schools and eight disciplines participated in the convergent parallel mixed-method study by reflecting on their mentoring experiences for the month of October 2021. First, participants completed Stamm's (2010) Professional Quality of Life (ProQOL) Scale. Participants then completed a phenomenologically driven dyadic interview. This study investigated four areas: (a) the professional effect on faculty who serve as formal undergraduate academic mentors; (b) the experience of faculty serving as academic mentors; (c) how the professional quality of life for faculty and their experiences contribute to a comprehensive understanding of their participation, and (d) the unmet needs of faculty mentors serving in this capacity. Results from the ProQOL scale indicate a negative correlation between compassion satisfaction and burnout, in addition to a negative correlation between secondary traumatic stress and burnout. Relevant themes identified in interviews include satisfaction, support system, and structural barriers. These results indicate a need to focus on satisfaction, redefining the role of service, and further preparing faculty to serve through formalized training. [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.]