The purpose of this study was to identify the effects of faculty mentoring on the spiritual well-being (SWB) of freshman students. This inquiry examined two groups of freshmen students, their spiritual well-being and their interaction with faculty mentors. Two groups were randomly chosen from the 1993-94 freshman class of a Christian liberal arts college in New England. Students in the experimental group participated in one of ten sections of the freshmen seminar with a faculty-mentor throughout the academic year. The control group proceeded through the academic year as usual without the freshman seminar experience. Students in both groups were given a self-assessment survey in September of their freshman year and again in May of their freshman year to determine if there was any significant change in their SWB and to explore their perceptions of student-faculty interaction. Data were analyzed through a variety of statistical tests using the Statistical Program for the Social Sciences (SPSS).