This article traces the practices and outcomes of an undergraduate research group that began organically to foster research and activist collaborations in a small group setting and without the rubric of a structured course, formal lab setting, or formal institutional backing. We consider several outcomes of this group: (1) Graduate school entry and preparation for graduate school; (2) The importance of feminist friendships and feminist community among students; (3) The fusion between scholar/activist identities, with clear emphasis on de-centering whiteness, challenging patriarchy, and undermining homophobia and transphobia; and (4) The investment in mentoring and nurturing relationships with students across race, class, gender, and sexual identity lines. In particular, we argue that students of color, gender queer/trans/LGBT students, and students from working class backgrounds are especially served by such models of mentoring and community, particularly as feminist mentoring can contribute to the work of social justice for underprivileged students.