African American and Latino college students were surveyed to examine the influence of involvement with faculty and mentoring on self-efficacy and academic achievement. It was hypothesized that involvement with faculty and mentoring were related to greater academic achievement. It was suggested that the relationship of these factors was mediated by self-efficacy. Involvement with faculty and self-efficacy were significantly related to academic achievement. The relationship between involvement with faculty and better academic achievement was partially explained by higher self-efficacy. Possible explanations for mentoring not being predictive of academic achievement in this sample were provided and the significance of faculty-student interactions was discussed. (Contains 4 tables.)