This article employs an intersectional analysis of the experiences of Black faculty at an elite US university who have mentored Black undergraduates, and focuses on faculty's meaning making of their connection to their mentees, and challenges they face in these relationships. Findings reveal that faculty found their shared cultural background enhanced mentoring, and they worked hard to establish trust with their mentees, absent at times in mentees' relationships with White faculty. Participants shared barriers to engaging in mentoring relationships, with gender and age intersecting with race for unique challenges and benefits for the subjects. Policy recommendations are made to support junior faculty mentors in the tenure granting process, and produce incentives for all faculty to share the responsibility of mentoring. (Contains 1 table.)