The purpose of this quantitative study is to examine the relationship between the variables of career mentoring, leadership behaviors, and career success of African American female faculty and administrators in higher education positions. The aim is to determine whether mentoring is related to leadership behavior and career success of African American female faculty and administrators in institutions of higher education. Kram's mentor role theory provided the theoretical framework. The unit of analysis for this study is African American women in leadership positions, specifically in the roles of administrators and mentors in colleges and universities. The sample frame is comprised of approximately 485 African American women who hold held postsecondary administrative or faculty positions. The data collection method is the survey utilizing a combination of three instruments: Multifactor Leadership Questionnaire 5X (Short), Mentoring Functions Questionnaire (MFQ-9), and the Job in General (JIG) survey. Correlation analysis and standard regression analysis were used to explain the influence of mentoring on the mentor leadership skills and career success. This study is significant in drawing attention to the experiences of successful African American female faculty/administrators on their paths to career success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]