Determining the extent to which faculty-student mentoring predicts satisfaction in college for Black students was our purpose for this study. We performed a secondary analysis of data from a national sample obtained from the College Student Experiences Questionnaire (CSEQ) Research Program. The CSEQ consists of 191 items designed to measure the quality and quantity of students' involvement in college activities and their use of college facilities. The student sample consisted of 554 Black college students who completed the CSEQ in 2004. Based on the results, establishing a meaningful, research-focused mentoring relationship with a faculty member had a positive relationship with Black students' satisfaction with college, whereas establishing a personal, informal mentoring relationship did not have a significant effect on satisfaction.