The purpose of this study was to identify the dynamics of mentoring relationships among African American women within the higher education profession. Utilizing a phenomenological research design, this researcher conducted in-depth interviews with 10 African American women who are mentors and/or mentees of an African American woman in the higher education profession. These women were members and affiliates of a large Midwestern city association for Black women who work in higher education. The findings of this research formed a phenomenological account of the participants' lived experiences within their mentoring relationships. Sixteen themes emerged from the data of this study that encompass the dynamics of the mentoring relationships experienced by the participants. The findings revealed that mentoring relationships among the participants provided both the mentors and mentees with personal and professional guidance. The connection between these women was a natural sisterhood formed by their shared experiences of being African American women in the profession. Over time, their relationships went from mentor/mentee to colleagues. The findings of this study may provide African American women as well as institutions of higher education with an understanding of how mentoring relationships may serve as a benefit to the professional advancement of African American women as professionals in higher education. [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.]