Using collective case-study inquiry the research question of how a formal semi-structured self-mentoring programme can support professional growth and faculty leadership development for new and existing university faculty is explored.  A research project was funded through the University of North CarolinaWilmington Charles L. Cahill Award. Participants were recruited from a south eastern university. The results suggest that self-mentoring is a process to support faculty’s individualized path to both acclimation and growth in higher education through increased confidence as self-leaders.