Relationships with practitioners can produce a number of academic and psychosocial benefits that are particularly important for Black students who, because of historical and existing inequities within higher education, do not have the same collegiate experiences or access to practitioners as their White counterparts. Research has shown that the impact of these relationships could lead to the transformation of institutional programs and practices that are racially/ethnically exclusionary, and/or the creation of those that are inclusionary (Blackwell, 1989; Harper, 2009; Harper, 2015; Rhodes, 2008). Given recent, current, and continued demographic shifts in the U.S. population, colleges and universities cannot meet institutional goals without: a) providing practitioners who are culturally competent and indiscriminately invested in student success, and b) implementing programs and practices which take the unique experiences of Black students into account. Creating and sustaining practitioner-student relationships can directly impact the success of Black students, and institutions of higher education.