Although researchers support the notion that college- and university-sponsored mentoring programs effectively academically transition and retain postsecondary students from a variety of sociocultural backgrounds, researchers have not examined how mentoring programs address the 'mentorability' or the 'ability to be mentored' of their mentees. Employing a quantitative content analysis, we examined postsecondary mentoring program websites (n= 187) at public, four-year institutions in Texas (n = 44). Findings suggest only 19% of all mentoring programs address 'mentorability' by defining mentee characteristics and expectations, compared to 37% of all mentoring programs which define mentor characteristics and expectations. Furthermore, only 4% of mentoring program websites included mentee applications, and mentoring programs were four times more likely to address their mentors (1,023 occurrences) than 'mentees/protégés' (237 occurrences), speaking to the lack of focus on mentee 'mentorability.' Implications for practitioners and future research is addressed.