Fifty years of research has demonstrated the value of faculty mentoring for students. The purpose of this research was to explore the faculty mentoring experiences among graduates of traditional and distance education programs in health information management professional education. The sample (n = 1039) was drawn from baccalaureate and masters degree graduates holding the Registered Health Information Administrator credential of the American Health Information Management Association. The study was designed to address the following questions: When comparing distance education programs to traditional on-campus programs in health information management: (1) Between the on-campus group and the distance education group, is there a difference between the proportion of health information practitioners who had a mentor? (2) For the respondents who had a mentor, what are the differences in the characteristics of the mentoring relationship? An electronic survey using a five-point Likert scale gathered information about faculty mentoring characteristics. One open-ended question elicited descriptions of the educational experience with health information management faculty. Survey results revealed that sixty percent of all responses had at least one faculty mentor, though the number of responses from the on-campus group (n = 781) varied considerably from the number of responses from the distance education group (n = 56). Data analysis revealed that the proportion of respondents having a faculty mentor (61%) was considerably higher in traditional programs when compared to distance education programs (34%) and showed significance using the Pearson Chi-Square Test (x[superscript 2] = 15.4; p less than 0.001). The mentor characteristics that demonstrated the highest level of significance were found when comparing the highest degree earned by the respondents. Mean scores of the respondents were consistently higher as level of education increased. The mentor characteristic with the highest level ofsignificance was: "Encouraged me to pursue graduate education" (p = less than 0.001). The results of this study suggest that having a faculty mentor is significant in terms of academic and professional development. Implications for university faculty and administration are that mentoring should be a planned activity for all students, especially for distance education students who may not have regular, face-to-face contact with their mentors. [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.]