The influences of mentors on the career development of college faculty and academic administrators employed by the state university system of Florida was studied in 1980. Usable responses to a 55-item, self-report mail questionnaire were received from 287 faculty members and academic administrators. It was found that academics with mentors showed significantly higher levels of career development than those without mentors in terms of publication record, grant record, leadership record, academic rank, yearly gross income from professional activities, job satisfaction, and career development satisfaction. There were preliminary indications that while academics with mentors (as a group) show significantly higher levels of career development than those without mentors, exposure to certain mentoring conditions, such as early experience with mentors, long mentorships, and multiple mentorships might be associated with even higher career development levels. Theoretical bases of mentorship and dimensions of mentorship are considered to indicate optimum conditions under which mentors can facilitate the careers of academic professionals. It is recommended that providing individuals with opportunities to find mentors would become an important responsibility of the university. A bibliography is appended. (Author/SW)