Informal mentorship for faculty development in higher education warrants additional acknowledgement and consideration. Key concepts, considerations, and actions are offered to further recognize, promote, and advance informal mentorship, particularly with early stage faculty members. The importance of social interaction and feedback for faculty member development and identity formation is examined using symbolic interactionism. The relevance of race and gender with informal mentorship and regarding bias and discriminatory practices is provided. Gains associated with informal mentorship are identified and explored. Concrete, practical takeaways for consideration by educators interested in informal mentoring are presented.