This instrumental case study outlines the critical role a graduate female faculty member played in mentoring a female doctoral student in obtaining a graduate faculty position in higher education. For the female mentee, mentoring behaviors of "championing, acceptance and confirmation" (Levesque, 2005, p. 6) were valuable in increasing professional productivity, opportunities, and success. The career and psychosocial factors are clearly described along with the stages and step-by-step processes that were utilized by both the mentor and mentee to obtain this highly sought after position at one of the fastest growing programs for educational leadership.