<p>This study contributes to research on the salient mentoring practices of faculty who work with undergraduate researchers. More particularly, this paper addresses the strategies faculty mentors use when working with the most novice undergraduate researchers, i.e., students in their first- or second-year of baccalaureate studies and transfer students with no prior research experience. In-depth interviews were conducted with 11 faculty mentors in biological sciences, health studies, humanities, physical sciences, and social sciences. A content analysis of the transcribed interviews revealed 4 practices used by faculty who mentor novice researchers: (1) they recognized the unique rewards of working with beginning researchers; (2) they maintained a highly flexible stance in adapting to students’ abilities and goals; (3) they embraced and reframed moments of failure as essential elements of the learning and research process; and (4) they continually reflected on their practices as mentors. These findings can inform discussions about best practices in mentoring undergraduate researchers and the development of programs that engage beginning students in undergraduate research.</p>