This article present results from a qualitative study that examined mentor practices with four ethnic minority proteges interested in applying to doctoral programs in psychology. Some of the mentor practices identified were expected and consistent with the research literature. Other findings were unanticipated but significant. In particular, talking about race, racism and privilege was found to promote trust and rapport in these cross-cultural relationships. The major outcome of this study was the overarching meaning inherent in all these mentor practices--individually and combined, these practices empowered the proteges with the resources and access needed to enter the world of academia. (Contains 3 tables.)