Universities across the country are faced with the challenges of meeting the demands of an increasing diverse student population. In order to address this need, many efforts have been made focusing on recruitment strategies for a more diverse faculty. While these recruiting efforts are essential, little attention has been paid to retention. By underscoring similar experiences, this article provides qualitative insight on issues around the negotiation of identities as Latinas in classrooms, institutions, and research programs. It argues for urgency from institutions of higher education in urban, diverse environments to address the Latina experience, social locations, and standpoints. The purpose of this article is to use narratives from current junior Latina faculty to highlight the need for and the development of effective mentoring programs that address the unique needs of diverse faculty. In sharing the author's varying experiences and challenges from graduate school to careers in academia, we hope to influence policies and decisions that consider the unique cultural experiences of Latina graduate students, early career scientists, and junior faculty. Our fundamental goal is to advocate for structured mentoring programs as a critical component to ensuring retention and increasing academic success within a diverse professoriate.