This qualitative, phenomenological study explored the challenges faculty have experienced in mentoring Black women faculty and whether mentors receive adequate support from their colleges and universities to assist their mentees. Although there are several mentoring theories, the theoretical foundation used for this study is the relational mentoring theory. Based on the relational mentoring theory, this study addressed how a transformational, interdependent approach to mentoring allows mentors to develop mentor-mentee relationships that are transcendent and mutually beneficial, both personally and professionally. Using Dr. Edmund Husserl's school of thought, the study was based on a qualitative phenomenological approach that allowed the participants' experiences to guide the research while allowing the researcher to practice phenomenological vigilance to keep any biases from influencing the research outcomes. The study results showed five prominent themes from the interviews: institutional support, expectations and representation, mentor benefits, community outreach, and mentor participation. Additionally, when mentoring a specific demographic, such as Black women, a mentor must know how gender and race intersect and create unique challenges for both mentors and mentees. [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.]