Purpose: This study identifies (1) differences that exist between junior and senior faculty in their beliefs about the impact of mentoring; (2) interest among tenured and tenure-track faculty in participating in a mentoring relationship; and (3) the extent to which faculty perceive mentoring as a critical component of the track to tenure. Design/methodology/approach: Across a multicampus system of higher education, 1,017 faculty responded to an anonymous online survey that included both quantitative and open-ended items (response rate 51%). Findings: Although all faculty perceive mentoring as valuable, there are significant differences among junior and senior faculty in their beliefs and perceptions about mentoring, as well as their participation in mentoring relationships. Research limitations/implications: All five participating campuses operate in the same state under the same governing board, so the findings are not necessarily generalizable to other institutions or populations of faculty. Practical implications: To support effective mentoring, it is necessary that higher education organizations institutionalize mentoring and develop a purposeful program in which they train/support mentors and allow for flexibility; it is also critical to solicit input from the faculty at various stages. Originality/value: This study considered multiple aspects of tenure from multiple institution types within a system of higher education. Furthermore, this study compares junior and senior faculty perceptions and outcomes, which few previous studies have done.