Faculty mentorship is associated with improved career outcomes, yet only a third of faculty report receiving formal mentoring. A first step in formal mentoring is acknowledging the mentoring relationship; acknowledgment can then lead to delineation of roles and responsibilities. We analyzed the mentoring relationships reported by our faculty in the 2020 Annual Faculty Review (AFR) and found only 24% of relationships were reciprocally reported, i.e., a relationship reported by both mentor and mentee, raising questions about the nature of these relationships. Institutional efforts to improve upon faculty mentoring can focus on relationship acknowledgment as a first critical step.