The study intended to examine student mentoring, self-description, and academic achievement in a selected private university in Jakarta, Indonesia. There were 150 respondents in the study. The 2 instruments used for collecting data were adopted from Cohen (1995) for identifying the mentoring style of the mentors of the students, and from Marsh (1999) for identifying self-description of the students. The analysis of data employed descriptive statistics (independent t-test) as well as "Chi"-square, One-way ANOVA, and two-way ANOVA. The research inquiries focused on the following issues: (1) identifying the mentoring style, self-description, and academic achievement of the students; (2) the relationship of mentoring style, self-description, academic achievement, and demographic profiles; and (3) the interactive effects--individual and joint--of mentoring style, self-description, and student academic achievement. The findings of the study showed that 2 mentoring styles were predominant among their mentors: relationship emphasis and mentor model; students perceived themselves with a self-description focused on spiritual values, and students had high academic performance. Both male and female students perceived similar mentoring styles among their mentors, while, 1st year and 2nd-year students perceived mentoring style to be different among their mentors. In self-description, differences were found between genders while there was no difference found between 1st and 2nd-year students. There was no difference found between gender and year of study in the academic achievement, the students showed high performance. Mentoring style and self-description did not have a significant individual or joint difference in academic achievement. Since the students, as a whole had high academic achievement, this study seemed to suggest that the different mentoring styles did not have a difference in their academic achievement. However, that did not mean that mentoring did not work. On the contrary, it seemed that mentoring, regardless of style--based on the high academic achievement scores--did work. However, there was also the possibility that high achieving students might not need mentoring for improving their academic achievement. [Note: The page range (1-10) on the PDF is incorrect. The correct page range is p1-11.]