This article explores how two African American professors both "outsiders" to the inner workings of the academy created a support system, which began nearly 10 years ago as a part of their formal advisee/advisor relationship. When they began their relationship one was a junior African-American female faculty member (promoted to associate professor in 2004) and one was an African-American female doctoral student (currently a tenure track professor). Utilizing elements of scholarly personal narrative and case study methods they reveal the process they engaged in over a nine-year period, which resulted in their retention and success in the academy.