We investigated the experiences of Black women faculty employed by predominantly White institutions. Using extant literature interwoven with narrative data, we provided an analysis of how some Black women experience mentoring and/or the mentor-mentee relationship. Emergent themes suggested two significant career trajectory points for the faculty women in the study; they are mentoring experiences as graduate students, and mentoring experiences as tenure-track faculty. Black women who had and had not participated in a mentoring relationship either during graduate school and/or when they became a tenure-track faculty member were included. We used the women's experiences, suggestions taken from extant literature, as well as strategies we used in our academic careers to present recommendations that assist other aspiring tenure-track faculty as they navigate the promotion and tenure process. (Contains 4 footnotes.) [The following are appended: (1) "Appendix A. Full-time Faculty Members"; (2) "Appendix B. Suggestions for Majority [Non-Black] Mentors"; (3) "Appendix C. Conceptual model for preparing the next generation of Black scholars"; and (4) "Appendix D. Research Agenda."]