The underrepresentation of minorities in the ecological and environmental sciences is dramatic and longstanding. Efforts to address this issue have focused on a variety of approaches, from recruitment to majors and graduate programs, outreach by societal (ESA and other) programs, and changes in the curriculum. While none of these have succeeded individually, together they have been reasonably effective. However, one remaining avenue, recruitment of students attending historically Black colleges and universities (HBCUs) and minority–serving institutions (MSIs), has great potential for increasing representation of minority students in ecology, but remains less than successful for a number of reasons, including issues of modeling and mentoring. While modeling by faculty from underrepresented groups has been shown to be extraordinarily effective, the relative paucity of minorities in our field, at both minority and majority institutions, renders this a difficult strategy. Mentoring, as an alternative, requires attention to a variety of issues not typically considered by faculty, including the impact of cultural differences, perceived and real barriers, and recognition of non-traditional interests. Improving mentoring requires commitment, education, and application, but the rewards are well worth the effort.