The purpose of this research was to examine the needs of tenure-seeking faculty teaching in online programs and how they can best be supported by mentoring. Through the lens of Yob and Crawford's (2012) conceptual framework for mentoring, we examine through critical discourse analysis how 19 online tenure-seeking faculty talk about mentoring. Very little research has been conducted on the online tenure-seeking faculty experience. Much of the research in this area focuses on their work in the online classroom but not on them as individuals in relation to the academy. The problem we seek to address for online tenure-seeking faculty is the lack of understanding related to the types of support through mentorship that would best meet their needs. Our findings suggest that online tenure-seeking faculty discussed support in two ways: (1) support is non-existent where needed and (2) support is present and either sufficient, insufficient, or the faculty are not aware of the support. Online tenure-seeking faculty desire more intentional mentorship relationships that meet the needs of their unique roles both academically and psychosocially. This implies that institutions of higher education must intentionally structure online tenure-seeking faculty mentorships around the online modality of their roles, create multiple layers of mentorship addressing the business of higher education and personal growth and development, while also attending to tenure requirements and expectations. We conclude that intentionality is key to creating successful online tenure-seeking faculty mentorship programs.