The number of college athletes in the US has gradually increased, and in the 2020-2021 academic year, a record high of approximately 480,000 athletes participated in NCAA sports (NCAA Research, 2024). Along with this growth, scholars have highlighted various factors influencing college athletes' career development (e.g., career maturity, athletic identity, career readiness). However, there is still a lack of understanding of athletes' mentoring relationships and the various roles and functions of mentoring relating to career development and transitioning out of sports (Houle & Kluck, 2015; Park et al., 2017). This study adopted a basic qualitative study design as the purpose of the study was to understand and interpret how Division II college athletes perceived their mentorship experiences (Merriam & Tisdell, 2015). Participants were eight college athletes at a Division II institution in the Great American Conference at the time of data collection. Overall, the study identified three main themes regarding the mentoring relationship and its functions and characteristics for NCAA Division II college athletes: (a) organic mentoring relationships within the athletic setting; (b) psychosocial functions of mentoring relationships with coaches; and (c) lack of mentoring relationships with faculty within the academic setting.