While the business world has recognized the importance of mentoring, very little notice has been taken in academia. To examine the attitudes of faculty and students toward the mentoring relationship, 16 faculty members and 60 doctoral students in clinical and counseling psychology were surveyed. The questionnaire was organized into definitions of the mentor-protege relationship, self-ratings of mentor and protege personality traits and behaviors, environmental influences on the mentoring process, and frequency of the relationship within the department. Results indicated that students and faculty generally hold similar perceptions of mentoring and think it is a valuable process. Significant differences were found on behavior scores, with applied faculty members and third year students scoring highest on a measure assessing mentor and protege behaviors. While the vast majority (94 percent) of students felt they would like to become involved in a mentoring relationship if the opportunity existed, only 43 percent felt that mentoring was occurring in their program. (The Student Survey and Faculty Survey are appended.) (Author/LLL)