Objective: Examine the direct and indirect effects of perceived discrimination, mentoring support, and academic self-concept on college student mental health. Participants: Three hundred fifteen undergraduates of minorized gender (72%), ethnic (57%), and sexual (37%) identities. Methods: An online survey assessed perceived discrimination, mentoring support, academic self-concept, and mental health. Results: Perceived discrimination was associated with mentoring support (B=-0.11, p=0.019), academic self-concept (B=-0.13, p<0.001), and mental health (B=-0.15, p<0.001). Additionally, mentoring support (B= 0.29, p<.001) and academic self-concept (B=0.53, p<.001) were associated with mental health, and each other (B=0.25, p<0.001). Significant indirect effects were observed such that mentoring support and academic self-concept, individually and collectively, contributed to the association between perceived discrimination and mental health. Conclusions: Addressing discrimination, creating supportive relationships, and facilitating academic growth may reduce mental health concerns in undergraduate populations, thereby having implications for college transition and retention strategies.