Mentorship is the guidance given by a more experienced and older individual to a younger and less experienced individual, usually working in the same profession or field. This relationship is developmental, with the mentor taking a key interest in improving and enhancing the skills of their protege. Many people attribute part of their professional growth to the guidance of a mentor who challenged them to think differently and be open-minded to different perspectives in life. As every individual grows and develops at his or her own pace while in school, implementing formal academic peer-mentoring programs could improve student performances in institutions of higher learning. This research aimed to investigate Suffolk Community College faculty's perception on the role of mentorship in guiding student careers. The problem entailed reasons for the high number of students who drop out of college, as well as students' inabilities or failures to choose courses that would help them build careers. The researcher viewed mentorship from faculty as a probable solution to these two problems. As such, the approach was that if the faculty's perception was not in line with the general view of mentorship, then the activity would not result in better outcomes for students. The research design applied was that of interpretivism, where truth is viewed from different perspectives. This study employed a qualitative research approach given its aim to examine how human beings make sense of their subjective realities and attach meaning to them. Data was collected from a sample of 15 respondents from higher education institutions on Long Island. After completing the data collection and open coding using the NVivo software, the grounded theory approach to qualitative study was used to analyze the data. The investigation found that formal mentorship was the predominant type of mentorship used by faculty within Long Island. Hence, developing a close relationship between the mentor and the students was lacking. It was also noted that the faculty recommended using a mentorship structure that has the student's needs in mind, indicating that the universal method was not commonly used. Universal method refers to accessible design, barrier-free design, usable design, inclusive design, and design for all at the same time, a student-centered approach would be more appropriate. [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.]