Effective mentoring of American Indian/Alaska Native (AI/AN) students in STEM can make a difference in degree completion. The researchers designed and implemented a program to prepare faculty for mentoring AI/AN students in STEM, which then allowed the study to take place. Process measures (e. g., participation and program satisfaction measures) and faculty self-reported knowledge of mentoring practices, and attitudes and intentions to change mentoring practices that can shape AI/AN students' connections with STEM research, were assessed. Four institutions implemented the nine-module Indigenous Mentoring Program (IMP). Thirty-four faculty enrolled in the program with 38% to 44% of these faculty completing all nine modules. Participant satisfaction with the IMP was moderate. Faculty self-reported knowledge of practices that help AI/AN students complete their degrees showed favorable improvement indicating that the IMP may enhance the academic achievement of AI/AN students in STEM.