The purpose of this study was to examine the effect of online faculty mentoring on Registered Nurse (RN) to Family Nurse Practitioner (FNP) role transition balance during graduate education. Making the transition from RN to an FNP can seem daunting and there is limited information in the literature about RN to FNP role transition during graduate education. Nurse faculty may be in a position to aid graduate students to better balance their transition in role from RN to FNP. However, for faculty who seek to do this, there is little information available on methods that have proven successful. Factors that may be assets or deficits for successful transition balance have not been well researched. One approach that may hold promise is faculty mentoring. A pre-test post-test design using a nonequivalent comparison group was used for carrying out this study. Transition Theory (Schlossberg, 1981; 1984) was the theoretical framework that underpinned this study. There were four variables, one independent, faculty mentoring, one dependent, transition balance, and two mediator variables, self-efficacy and metacognitive awareness. Transition balance, the primary outcome, was measured using the "Transition Guide Questionnaire" (TGQ) which included 4 subscales: situation, self, supports, strategies. Regression analysis was used to examine whether online faculty mentoring produced a change in transition balance score. Two potential mediators were included in this study to determine whether generalized self-efficacy or metacognitive awareness mediated the effect of faculty mentoring on transition balance. The faculty mentoring intervention was a series of questions posted by email approximately every 2 weeks during the semester to guide FNP students in self-reflection about their RN to FNP transition. The mentors provided one-to-one responses within one week that were intended to guide and support participants. No statistical significant differences were found between groups in change scores from pretest to post test on Transition balance as measured by the TGQ. Neither generalized self-efficacy, as measured by the "Generalized Self-Efficacy Scale" (GSE), nor metacognition as measured by the "Metacognitive Awareness Inventory" (MAI) appeared to mediate the relationship between online faculty mentoring and transition balance in FNP students. The null hypotheses for both research questions were retained. This study sought to develop a better understanding about transition for FNP students and ways that faculty can aid students in balancing transition. This research could aid faculty in assisting FNP students with role transition. The findings add to the body of knowledge about FNP transition balance and about mentoring in graduate nursing education. [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.]