The significance of mentoring in the transitioning process, from clinical practice to academia for novice nurse educators, impacts nursing’s professional practice. The purpose of this basic qualitative study was to explore the influences of formal mentoring practices. The positive mentoring role is associated with nurse retention in academic roles, which subsequently develop the same type of role model for nursing. A gap in the literature was found regarding the lack of endorsement for novice nurse faculty. This study provides results of the research on the outcomes of formal mentoring practices with novice nurse faculty transitioning into academia. The two research questions were: What were the mentoring strategies that guide novice faculty in transitioning from clinical practice to academia? What were the coaching practices that influence the retention of novice nursing faculty? This basic qualitative study was conducted using semi-structured interviews with open ended questions via video conferencing. Fourteen novice faculty participants with less than five years of formal, academic teaching experience, discussed their academic transition from clinical practice. Data were collected, and a qualitative content analysis was utilized. The following themes emerged: (a) teaching is overwhelming, (b) necessary guidance, (c) formal mentoring, (d) workload, (e) career choice, and (f) effective mentoring. The findings indicated that positive mentoring roles in academia are more influential in the effective transitioning process for novice nurse faculty. The nurses’ retention as an educator subsequently preserves and supports the professional nurse’s role for the future of healthcare services. Recommendations for future research include gaining perspectives into the professional nurse’s insight on entry into nursing and advanced practice.