Mentoring in higher education and especially at the level of doctoral work is critical for mentees to feel supported during this arduous journey. This explanatory sequential mixed methods study investigated the mentoring experiences of Black female doctoral students in distributed doctoral programs and its effects on degree completion, efficacy, and program satisfaction. Theoretical frameworks included quantitative critical race theory and Black feminist thought for the purpose of critically examining data with an eye towards decolonizing research and situating the experiences and knowledge of Black women. Overarching mixed method questions focused on the mentoring experiences while comparing those participants with same-race mentors and those without same-race mentors. Black female doctoral students currently attending or attending a distributed doctoral program between 2015-2020 were asked to complete a quantitative survey consisting of qualifying questions, demographics, and Noe's (1988) mentoring scales instrument. The quantitative data were collected, cleaned, and analyzed with SPSS and AMOS, a SPSS add-on. Confirmatory factor analysis revealed three mentoring functions were statistically significant: coaching, role modeling, and counseling. The qualitative data sequentially followed the first quantitative phase and, using nested sampling, 10 mentees were randomly selected for phenomenological interviews. These interviews were completed, audiotaped, electronically, and hand transcribed. The qualitative data were analyzed to explain the relationship, if any, between the quantitative and the qualitative data. Qualitative data confirmed the importance of mentoring with same-race mentoring relationships highlighted for the shared marginalization and intraracial understanding. However, the results clearly show mentoring without regard to race is better than not having a mentor at all. Data integration of the two types of data sought to gain an understanding about mentoring experiences of Black female doctoral students in distributed doctoral programs with and without a same-race mentor. The discussion section provides questions for future research and implications for best practice. Finally, limitations and recommendations are provided for institutions, mentors, and mentees on how to best provide and seek mentoring support for Black female doctoral students in distributed doctoral programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]