Many colleges and universities have developed various kinds of formal faculty mentoring programs in response to (1) the benefit some faculty can gain from guidance as they pursue tenure, appointments, salary increases, and professional recognition; and (2) the poor quality of undergraduate teaching at many academic institutions. The purpose of this paper is to assess a mentoring program for faculty begun at Purdue University in 1997. Interest focuses on the characteristics of those who decided to become involved in the program, the nature and strength of the relationships that developed between mentoring pairs, the ways in which the participants felt that their professional performance had improved as a result of their mentoring, and participant recommendations for improving the program. Suggestions from the study can be incorporated into existing programs or serve as a foundation for developing new mentoring programs at community colleges, four-year colleges, and universities. (Contains 4 tables.)