This quantitative study was designed to examine the beliefs of faculty mentors and their Teaching Associates and Graduate Assistants. A myriad of academic researchers have consistently suggested that 'mentoring' is not only complex but also a time-consuming activity that contributes to the learning process (Gaskin, Lumpkin, & Tennant, 2003; Zellers, Howard, & Barcic, 2008). Thus, effective mentoring can be learned and put into practice by faculty mentors who will, in turn, enable TAs/GAs to be more competent in the performance of their duties. The problem of this study was to determine the effectiveness of a western Pennsylvania University's Teaching Associate and Graduate Assistant (TA/GA) faculty mentoring Program. The results would be used to strengthen existing faculty mentors and TAs/GAs Guidelines. The study was piloted to ensure construct validity while also establishing a collegial atmosphere among faculty and graduate students who would be involved in the study. The data gathered from this study and shared with mentors will be useful in helping mentors to better understand their roles and responsibilities toward their TAs and GAs. It is likely that incoming TAs and GAs will also be in a better position to express themselves when they encounter an infringement.