The importance of mentoring has been consistently emphasized in American higher education especially at the graduate level. Increased emphasis on research and teaching for faculty as well as migration to distance education delivery formats has affected the amount of time that faculty can devote to mentoring graduate students. Some graduate program faculty have therefore relied upon informal associations through graduate student organizations to provide support and mentoring to students. This study replicates the work of an exploratory study of mentoring in adult education graduate programs which occurred nearly 20 years ago through graduate student organizations while accounting for the technology-driven changes which have occurred. The results of this study indicated that current graduate adult education programs seem to be less focused on professional socialization and mentoring due in part to distance education delivery formats and changes in program structure.