In this phenomenological research approach (Vagle, 2018), I investigated the unique ways BGBQM faculty and staff build relationships with students to illuminate the essence of race, gender, and sexuality in BMI and MoC mentoring programs. I collected data from two sources: individual semi-structured interviews and podcast-style focus groups. Interviews ranged from 30 to 90 minutes, and the focus groups ranged from 30 to 120 minutes. Podcast-style focus groups are an innovative method for narrative construction and storytelling that connects how BGBQM express their lived experiences. I used purposeful and network sampling (Merriam & Tisdale, 2016) to recruit participants for this study. Strategies included targeted recruitment posts to various social media sites (i.e., Twitter, Facebook, and Instagram) and contacting directors, coordinators, and campus professionals in BMI and MoC mentoring programs. To qualify, participants had to identify as Black, gay, bisexual, or queer men; serve as a staff or faculty member of a BMI or MoC mentoring program; or be an undergraduate, graduate student, or alumnus of a two or four-year institution. Eleven participants (seven undergraduate and graduate students; four staff and faculty members) completed the interviews and podcast-style focus groups. The data from this study illuminated BGBQM faculty and staff experiences in forging strong relationships with students while managing and navigating their professional and personal identities on campus and within mentoring programs.