The primary aims of this study are two-fold: (a) to understand what role the racial identity of African American graduate students plays in how they perceive the multicultural competence of their faculty mentor; (b) to understand how both the racial identity of African American graduate students and their perception of their faculty mentors’ multicultural competence play in their overall satisfaction in the mentoring relationship. African American participants who are in cross-racial faculty mentoring relationships—will be recruited from programs in rehabilitation counseling, counseling psychology, clinical psychology, and counselor education. The instruments for the study will include the Cross Racial Identity Scale (CRIS), the Alliant Intercultural Competence Scale (ACIS), and the Relationship Assessment Scale (RAS). It is hoped that this study will begin to address current gaps in the literature concerning what constitutes a culturally competent mentor and satisfaction from the protégé’s perspective.