My experience as a new academic librarian is one I have heard echoed in both the literature and in countless conversations with my colleagues. While it is generally agreed that educating entry-level academic librarians is a job equally shared by library schools, hiring institutions and the librarians themselves, I felt very much as though I was left to do the majority of the work myself (DeVinney and Tegler 223). My perception as a new librarian, like many of my colleagues, was that I was shown my office, given a rundown of my responsibilities, and then left on my own (Cox 246). I felt adrift. I wanted my official institutional onboarding to cover more topics, wanted my mentors to answer more questions, and wanted my supervisor to provide more feedback. Looking back, in the same position a year later, I can see that my perception was likely skewed. While my library position is very self-directed, I feel now that the level of feedback I request, and receive, is fully sufficient to support my duties. I can see that my institution supports an open-door policy that encourages employees to ask questions when, where, and how they want. I can see that what felt a lot like floundering my first few months was a culture of pervasive opportunity wherein librarians at my institution are honestly encouraged to spearhead new initiatives and explore alternatives when we see situations that seem to be a holdover from the “We’ve always done it that way” era. So what was different about those first few months? What was it that made me perceive the very same environment very differently? The difference was me, and a significant case of impostor phenomenon. So what is impostor phenomenon (IP)? At its root, the phenomenon is characterized by a reverse attributional process wherein sufferers attribute success to mainly external reasons—luck, charisma, extra effort, favorable cir-