Mentoring in higher education takes many forms--faculty to student, student to student, and faculty to faculty (Phillips and Dennison 2015). Usually, we think of programs involving student mentoring as those aimed at student success, and, thus, as improving retention. This article posits that faculty-to-faculty mentoring programs also have an impact, though that impact often is not considered. The data are limited to a single institutional case study, but there is some early evidence that, indeed, faculty mentoring programs have a greater impact on students than one might think. The evidence for these observations derives from 22 semi-structured interviews conducted in 45-minute sessions over two days; three areas are highlighted: faculty satisfaction, meaningful relationships, and continued learning in one's academic field. All of these have a seemingly positive impact on students in the classrooms of faculty in mentoring relationships. Given these preliminary findings, the purpose of this article is to highlight some best practices for launching a campus-wide faculty mentoring program.