The aim of this study was to explore mentoring between supervisors and their postgraduate students by (a) investigating types of mentoring functions offered in academic mentoring relationships, (b) exploring perceptions of supervisors and their postgraduate students about provisions for mentoring support, and (c) examining how interpersonal comfort, attributional confidence, and communication quality relate in mentoring relationships. Structural equation modelling (SEM) was used on 148 students matched with their supervisors. Results indicated that interpersonal comfort, attributional confidence, and communication quality were positively associated with psychosocial and instrumental support in mentoring relationships. Supervisors rated themselves as providing significantly more support than their students rated them. (Contains 3 tables and 1 figure.)