This qualitative study examined how novice leaders perceive mentoring in the development of their leadership identity in higher education. The study explored novice leaders in higher education and the tools needed to develop their leadership identity. Mentoring was examined as a tool that provides a strong support structure and supports the development of a novice leadership identity. This study recorded the experiences of novice leaders in higher education and examined their lived experiences as mentees. The study participants included 10 professional men and women in higher education leadership positions who had been mentored. Data were collected through face-to-face and audio-recorded interviews. Based on the data analysis, five themes emerged: leadership role, leadership identity, mentorship, leadership attributes, and support. The study revealed two key findings: experiences with mentors were meaningful relationships that contributed to novice leaders' personal development, and mentoring relationships with a veteran leader support the development of a novice leader's identity. Further research is recommended on how mentoring and developing leadership identity impact other regions, ethnic groups, and races. [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.]