Both White faculty members and Black students bring their own cross-cultural ideology to mentoring relationships. Additionally, institutional culture and type often impact cross-cultural relationships via institutional mission, faculty expectation, and student development. Some researchers have found that race is not a factor in cross-cultural mentoring relationships between White mentors and Black students; however, other researchers have found that campus climate and culture, including faculty-student interactions, impact student persistence and college completion. Furthermore, sparse research investigating mentor and protege's perception of each other's culture was found. Such sparseness suggested a void in the literature and therefore encouraged me to further investigate mentoring and student development across differing contexts and ethnic cultures. (Contains 2 figures.)