The topic of mentoring has received a great deal of attention within the world of PK-12 education. In its best format, mentoring programs identify well-seasoned mentors who can provide encouragement and technical assistance to newer teachers or other educational professionals, meeting their protégés’ ongoing needs and, perhaps, indirectly improving student outcomes. In the meantime, mentors themselves benefit, through experiencing a sense of rejuvenation and/or profiting from stimulating exchanges of new ideas. Now, how about mentoring for educators who are pursuing careers in academia? It appears that substantially less consideration has been aimed toward mentoring for aspiring higher education faculty. In this post, I explain why this is concerning and suggest a couple of possible causes and remedies.