Studies have shown that mentorship is critical to the career and professional development of workers, including postsecondary faculty. Evidence from the literature on faculty-to faculty mentorship have generally focused on the medical field or on the higher education institution where the study was conducted. This study extends the literature by examining data from faculty across multiple institutions and across fields using the Early Career Doctorates Survey (ECDS). Guided by a theoretical framework adapted from Higgins and Kram (2001), multiple linear regression models are applied to investigate which factors are associated with mentorship attainment, and how mentorship of faculty is associated with faculty productivity and job satisfaction. In contrast to previous literature, results indicate that women and racially minoritized faculty have similar likelihood of reporting having a formal/informal mentor compared to men and White colleagues, respectively. Furthermore, receiving mentorship does not appear to be associated with increased productivity or job satisfaction, but is associated with a 10% higher salary for faculty who reported having a mentor. These results, however, are limited to observable outcomes, and the benefits to mentoring may extend beyond that to include well-being, sense of belonging, and other variables not measured in the dataset. Overall, research findings contribute to existing efforts and ongoing conversations on faculty mentorship by offering additional evidence from a nationally representative sample, providing a benchmark for individual institutions to evaluate their professional development programs for faculty.