Mentoring is generally defined as a relationship involving guiding, nurturing, and teaching (both formally and informally) between individuals with differing degrees of experience (Adams 1998; Colwell 1998; Rowley 1999). The mentoring process, in and outside the walls of academia, is often cited as a key ingredient in the development of a successful career. However, for many Black women in academia their ability to benefit from mentoring relationships is particularly limited. As part of my involvement in the APSA Mentoring Task Force, I am exploring the concept of mentoring among Black women. I focus on Black women for several reasons. First, I am a member of this group and have a particular interest in exploring the nuances of mentoring. My identification with this group has made me privy to a number of discussions on mentoring, both positive and negative. Second, Black women represent 1.21% of the 4,126 tenure track professors, of which only nine are full professors (Kelly 2002, 22). The large majority of African Americans in the profession are concentrated among the ranks of associate (18 out of 1,230) and assistant professors (20 out of 1,038). The limited number Black women in the profession can result in a condition in which potential mentors are unavailable to junior scholars, or there are few opportunities to establish relationships. My purpose is not to focus on the problems of Black women in academia, instead it is to bring attention to a major issue, mentoring, which can enhance or limit the success of this group in the discipline. In this article, I interview five Black women at various stages in their careers. The interviewees include an undergraduate student, a graduate student (ABD), an assistant professor, an associate professor, and a retired professor. The goal of this article is to reveal the special demands of mentoring on this small minority in the discipline. However, much of the information revealed is useful for anyone interested in the mentoring process.