The counselor education and supervision (CES) profession is steadily growing as more doctoral students complete CES programs, including an increased number of Black, Indigenous, and People of Color (BIPOC) students; however, disparities in diversity remain within the CES profession due to faculty turnover and challenges with retaining diverse faculty members. Numerous studies have shown that faculty that do not feel supported in academia are at a higher risk for departure from academic roles. Mentorship relationships have been highlighted as a protective factor that can assist in increasing career satisfaction and a strengthened professional identity; however, mentorship is not often readily available to faculty. This study explored the mentorship experiences of BIPOC CES faculty members and their recommendations for future BIPOC academics. A generic qualitative research design was conducted with multicultural counseling theory as the theoretical framework for the study. Ten BIPOC CES faculty participated in semi-structured interviews over Zoom. The data analysis process revealed five themes. The themes were (a) types of mentorship relationships, (b) key dynamics in mentorship relationships, (c) mentorship's impact on experiences in academia, (d) challenges faced by BIPOC CES faculty, and (e) recommendations for future BIPOC CES academics. The limitations of this study, as well as the implications and recommendations for future research, are also discussed. [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.]