The quality of faculty mentor to student relationships has been a significant factor in undergraduate students' collegiate experiences. Faculty mentors have a unique opportunity to serve as personal connections, informal resources, and professional role models for these young adults. When students are mentored, they should reasonably expect full and complete successful outcomes, one of which is graduating with a degree. The importance of higher education is that it affects outcomes for students in personal, professional, and collaborative ways. The purpose of this study was to explore the nature of the mentoring process and the development of mentoring relationships, investigate the experiences lived by the participants, and examine how mentoring can impact undergraduate students' achievement and success in a large, public university. This study is significant because I described this viewpoint using an ethic of care lens; notably, a perspective in the field of undergraduate mentoring that is greatly lacking in the current literature. A qualitative phenomenological approach was instituted in order to explore the nature of mentoring relationships for undergraduate students. To conduct this study, a convenience non-probability sample consisting of 11 participants accepted interview opportunities regarding their personal lived experiences and perceptions of mentoring in the collegiate environment. The findings were consistent with the theoretical frameworks of Dewey and Noddings which guided the study. The results indicate that mentoring can be a powerful and effective tool when used in conjunction with intentional acts of care. The findings from this study are significant because the information gathered provides meaningful insight to the existing body of literature and fills the gap on mentoring by exploring the experiences of undergraduate students being mentored by faculty. In addition, this study provides awareness for theory and practice by investigating how the undergraduate mentoring process and relationships are developed, as well as examines the impacts and challenges of these relationships. Further, this study offers valuable insight that may help enhance current and future mentoring relationships and improve overall results, potentially leading to students' academic achievement and success. The study concluded that it is imperative that universities become more student-centered in order to meet or exceed student expectations, reward faculty for being involved in the mentoring process, and create a more collaborative environment for all to ensure that students succeed in academia and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]