Introduction The physician assistant profession (PA) is experiencing a proliferation of PA programs nationally, creating a demand for PA faculty to educate and train future PA clinicians. Current data show that the number of minority PA educators is insufficient to train a diverse PA workforce. Previous studies have explored the high turnover rate of minority PA faculty, their retention, and attrition. Guided by the social-ecological model (SEM), the purpose of this phenomenological study was to explore the lived experiences of Black and Hispanic minority PA faculty in PA education to gain further insights about the specific role that mentoring has played in their recruitment and retention. Methods Qualitative data were collected from a purposive sample of 6 minority PA faculty using semi-structured telephone interviews. Results This study's findings identified specific SEM constructs—specifically individual, interpersonal, and institutional levels of mentoring—that may influence minority PA faculty recruitment and retention efforts. The participants in this study identified several recruitment and retention factors, including formal and informal mentoring, support, and guidance. Challenges related to lack of pedagogical training and lack of administrative support for meaningful professional development were reportedly overcome by the assistance of colleagues within and outside of their programs. Discussion The findings of this study provide insights necessary to inform professional practice initiatives among PA program leaders and institutional leadership to engage in dialogue and coordinate efforts involving the implementation of effective professional development and mentoring structures.