The purpose of this study was to explore tenure-accruing foreign national faculty (n = 6) members' perceptions of their mentoring perceptions and experiences as they transitioned into the professoriate at a research-intensive university. Using semi-structured interviews and grounded theory, the authors found that not all new faculty had the same level of mentoring support. Moreover, they observed that the university lacked a policy to guide mentoring and other support to the new assistant professors as they transitioned from being a graduate student to becoming a faculty member. The faculty members also report how the varying levels of mentoring impacted their transition. The authors suggest that providing mentors to foreign national faculty might indeed be a wise investment.