An evolving body of research has examined the process of mentoring relationships among senior and junior faculty in health education and health promotion academic programs. However, little attention has been given to understanding the specific content of interactions between mentors and proteges. This qualitative research was conducted to identify the knowledge, behaviors, and skills senior faculty believe are important for success of new health promotion and health education faculty. Senior faculty (n = 11) in health education/health promotion at major universities in the United States were interviewed to determine the kinds of advice they have given to junior faculty whom they have mentored. Data were collected by in-person and telephone interviews. Research-related themes included having a research focus; working with teams; knowing institutional expectations; and balancing quantitative versus qualitative methodology. Teaching-related themes centered on the importance of working with students; using resources; and balancing teaching load with other responsibilities. Themes related to service included seeking appropriate types of service for achieving promotion and tenure; realizing the quantity of service required; and using service for learning opportunities. These results can be useful to developing junior faculty in health education and health promotion and to senior faculty mentors in terms of advising their proteges. (Contains 2 figures.)