This exploratory study attempted to assess the effects of the personal characteristics of career stage, job involvement, having been previously mentored, and sex on whether or not individuals act as mentors themselves and the type of mentoring support (career or psychosocial) provided to mentees. Data were collected from 140 university faculty members through the use of a questionnaire. The results of the analyses revealed a significant difference in mentoring by career stage: only 24% of respondents in the early career stage were mentors, whereas 68% of those in the mid-career stage and 52% of those in the late career stage were mentors. It was found that mentors in the early career stage provided more psychosocial support than career support, whereas mentors in the mid-career stage provided both career and psychosocial mentoring. The difference between mentoring activities by high job involved individuals and low job involved individuals was not significant. It appeared that the type of support (career or psychosocial) mentors would offer to their mentees was related to the type of support they received from their own mentors. There was no significant difference in frequency of becoming mentors by gender. These findings suggest that mentoring activities of faculty members vary by career stage but not by gender, level of job involvement, or by the presence or absence of a past mentor. Results also showed that more psychosocial support is provided to mentees than career support. (NB)