This chapter offers reflections on mentorship by the first author, a doctoral student in a school of social work, and his current academic mentor, a social work professor. Faculty in institutions of higher education serve a critical but de facto role as mentors. That is, despite the lack of formal training in mentorship, faculty are implicitly (and sometimes explicitly) charged with supporting the success of students in their classrooms, laboratories, and departments. Support extends well beyond pedagogy; faculty regularly advise students in personal, academic, and professional matters, in both formal (e.g., as theses advisors) and informal (e.g., through office hours) ways. As such, faculty serve as professional youth mentors every day, even though this role is often overlooked. The role of faculty as professional youth mentors is viewed through a consideration of the first author’s educational journey. The chapter concludes with reflections from the second author on what she has learned about effective mentorship through her work with the first author. Ideas are presented on how to support faculty to be professional mentors.