This narrative inquiry focuses on the coaching and mentoring experiences of a Graduate Research Assistant (GRA) within an informal mentoring program in a College of Education at a Hispanic Serving Institution (HSI). The study examines the impact of mentoring and coaching on the GRA's professional development utilizing Yosso's Community Cultural Wealth Theory and Gelso's Research Training Environment as frameworks to understand that impact. The findings reveal overwhelmingly positive outcomes from the coaching and mentoring relationship. The study contributes to the existing knowledge on coaching and mentoring in academic settings. It underscores the importance of recognizing and leveraging the community cultural wealth of historically marginalized individuals in research and academia.