The demand for practicing registered nurses outweighs the supply, resulting in a nursing shortage. Nursing schools are grappling with high attrition and low NCLEX pass rates. Mentoring is an evidence-based strategy used in post-secondary education, including nursing school, to help students persist to graduation and pass NCLEX. Nursing faculty are in a key position to mentor students to promote their success, and current literature has identified a need for more research in the area of mentoring including mentoring in nursing school. The purpose of this study was to explore the nursing faculty mentoring role. The research question is as follows: How do nursing faculty understand their role regarding mentoring nursing students, including experiences and practices, to promote student success? Basic qualitative methodology was utilized to generate an understanding of the nursing faculty's mentoring role through semi-structured interviews with 12 participants. The target population included nursing faculty who currently teach or have been out of teaching no longer than five years. In addition, participants met the following criteria: the faculty member must have engaged in clinical teaching (which is professional mentoring/socialization) or been involved in psychosocial or academic mentoring by helping students pass courses, persist to graduation, and/or pass NCLEX. A participant also had to self-identify as someone who currently mentors students or has mentored in the past for purposes of helping students succeed. The data were analyzed using Merriam's (2009) constant comparative technique including open and axial coding. The mentoring role of nursing faculty included four main themes, which emerged from the analysis: (a) "developing relationships," (b) "addressing psychosocial needs," (c) "addressing academic needs," and (d) "role modeling." With post-secondary education becoming more student-centered and outcome-focused, mentoring can be an important intervention that can help nursing students be successful. The role of post-secondary faculty is expanding and includes much more than basic teaching practices. Faculty have opportunities to go beyond the classroom and support students in many different ways. The findings support the application of these mentoring practices in schools of nursing across the country with the aim of helping students succeed in nursing school and beyond. [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.]