The Doris Duke Fellowships for the Promotion of Child Well-Being were launched in 2010 to promote interdisciplinary learning and advance research that improves public policy and practice. The Doris Duke Fellowships Equity Study examined the perspectives of multiple key constituencies--academic and policy mentors, staff members, national advisory board members, and Doris Duke Fellows--to explore experiences of diversity, equity, and inclusion within the fellowships program. This research brief describes how diversity, equity, and inclusion were experienced in mentoring relationships between mentors (academic and policy) and fellows. This brief discusses the frequency of mentoring interactions, relationship quality, how similarities in personal identities influenced relationship quality, and how aspects of diversity, equity, and inclusion were encountered in these mentoring relationships.