This study examined faculty and student conceptualizations and distinctively communicative practices of mentoring in the academy. The study included three phases: (1) open-ended surveys conducted with faculty and students via e-mail, (2) focus groups conducted with faculty and students to elaborate on findings from the e-mail interviews, and (3) focus groups conducted with faculty and students to corroborate findings that emerged from Phases 1 and 2. The Cloning Model, Nurturing Model, and Friendship Model were the primary classifications of mentoring arising from these data. A fourth model, the Apprentice Model, emerged in the final phase. These four models are characterized by varying levels of interpersonal hierarchy and goals. In practice, most mentoring relationships are hybrids of these four basic models. The Cloning Model is in disfavor and appears to be falling into relative disuse.