Context: Mentorship has been identified as a key aspect to the transition into higher education for the junior faculty member, as it is an effective organizational socializing agent. The literature, however, often examines mentorship as a derivative of the socialization process, rather than as the primary focus of investigation. Objective: Explore the perceptions of mentorship for the athletic training faculty member on professional development and transition into a new faculty role, specifically looking at mentorship through a role transition and inductance lens for the junior faculty member. Design: Phenomenology. Setting: Higher education institutions. Patients or Other Participants: Twenty junior athletic training faculty members (14 women, 6 men) who met our inclusion criteria. All participants were in positions leading to promotion or tenure. Saturation was met with our 20 participants. Main Outcome Measure(s): Semistructured phone interviews were conducted and transcribed verbatim afterward. Using a phenomenological approach, we analyzed the data. Credibility of the data was confirmed with peer review and researcher triangulation. Results: Mentoring relationships were determined to be internal and external to the athletic training faculty member's institutions. Relationships were classified as informal, regardless of the location of the mentor. Internal mentoring relationships were informal and navigated by the faculty member with individuals the faculty member believed to have valued experiences and knowledge regarding the institution's culture and expectations for role performance and promotion. External mentors, mostly doctoral advisors, were individuals who could continue to support professional development and the specific tenets of higher education independently of institutional expectations. Conclusions: Our findings suggest that mentoring is done by a constellation of individuals, as each mentoring relationship fulfills a particular need of the junior faculty member and one mentor may not provide or possess all the necessary experiences to support the transition.