Since the 1970s, higher education has become increasingly reliant upon adjunct faculty to fill gaps in class instruction, but institutions tend to offer adjuncts subpar professional support as compared to their full-time counterparts. To ensure students' academic success, it is vital that adjuncts are provided resources, points of engagement that enable adjunct instructors to build collegiality, and meaningful professional development opportunities. The purpose of this literature review was to evaluate connections of professional development to adjunct faculty. The focus became adjunct professional development, specifically mentoring. Mentoring is one effective way to narrow the divide between tenured and adjunct faculty. This study highlights points of consideration and implications for mentoring programs within higher education and makes recommendations to higher education administrators.