This article provides a detailed description of how faculty mentoring and advising occurred at an urban Hispanic-serving community college for future replication. Three research questions were pursued: (1) What were the most important successes and challenges? (2) What are the key components of a faculty mentoring and advising program? (3) What theoretical approaches in the existing research best align with these results for use in future faculty mentoring and advising programs? Data was analyzed from two grant-funded projects (NSF STEP and ED HSI STEM). Quantitative and qualitative data included program and administrative data, two faculty mentor focus groups, an online faculty survey, and an online student survey. Taken together, the results emphasize the multifaceted nature of the STEM faculty mentoring and advising program from the perspective of students, faculty, and STEM counselors. Six key components emerged from the results: (a) an approach to faculty release time; (b) tracking student outcomes using available administrative and program data; (c) program wide aspects; (d) readiness to address challenges; (e) qualities of faculty mentors; and (e) qualities of STEM counselors. Similarities with existing research were found across multiple theories. Most notable was how mentors and advisers simultaneously addressed the psychosocial and academic needs of students, provided both academic and interpersonal validation, created meaningful social relationships, addressed the psychological, social, and cultural needs of Latinx students, and used proactive advising. These results can be utilized by other programs to increase the number of Latinx students in the STEM workforce.