This study examined the psychology of mentoring in a mixed-method analysis of archival interview records from academically talented college students (N = 128), who had participated in a faculty mentor program for 6 semesters. Qualitative analysis revealed one fourth of the students did not feel mentored and that there was a connection between student career certainty and the quality of the mentor relationship. The qualitative data were quantitized and multinomial logistic regression was computed, with student ratings of their mentor relationship regressed on career certainty. Students were more likely to report a better mentor relationship as career certainty increased from no career plan to developing a career plan. Student career needs may influence mentor relationships with faculty and should be given greater consideration. (Contains 5 tables.)