There is a sparse literature base which currently informs our knowledge about the connection between mentoring African-American female doctoral students in educational leadership programs at predominantly white institutions (PWIs) interested in faculty careers and their matriculation into the academy. This has left a void in our understanding of the significance of mentoring for the preparation and advancement of African-American female doctoral students in educational leadership interested in faculty careers. Therefore, this study centers on the specific mentoring experiences of five former African-American female doctoral students in educational leadership interested in academe, and their influence on their advancement into faculty posts at separate PWIs. Using narrative research methods, reflective experiences are provided by these women that are acclaimed as most salient to their successful transition into the academy. Findings are situated in Black feminism and link specific mentoring components to the advancement success of these women. (Contains 1 table.)